Cross-Lingual Bias in Educational Feedback Research: Making AI Mediation Visible

As generative artificial intelligence increasingly mediates feedback in higher education, its effects on professional communication and linguistic equity require critical attention. This study examines how language shapes AI-generated feedback discourse through a cross-lingual analysis of ChatGPT responses to identical prompts in Catalan, Spanish, and English, collected across 3 consecutive years. Qualitative content and bibliographic analysis reveals systematic differences in framing, discursive organisation, and reference accuracy. The article introduces Digital Language Creep to describe the subtle privileging of dominant languages, with implications for feedback literacy, multilingual pedagogy, and responsible AI use in professional and educational communication contexts worldwide policy and practice.