AI-Assisted Peer Feedback: Building Reflective Writing Practice in the ESL Classroom
Year: 2025
Type: article
Abstract: This presentation argues that AI-assisted peer feedback integrated into task-based writing can foster both reflective practice and feedback literacy (core components of 21st-century skills) in the ESL classroom. Using a B1-level complaint email task, learners engage in peer assessment informed by AI-generated feedback and teacher-provided criteria. Positioned as both writers and assessors, learners are encouraged to engage critically with audience, tone, and revision. Through a structured feedback cycle and guided reflection, they develop metacognitive awareness of their writing choices. The session highlights how AI can support peer interaction and offers a model for embedding purposeful reflection into AI-enhanced language tasks.
Author: Gharbi, Sondes
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7083173576
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