中英语写作同伴互评中教师支架运用与调整的行动研究

This study investigates the influence of peer feedback on the writing performance of English-major students, focusing on grammatical accuracy, content development, and text coherence. It also examines the conditions that support effective peer feedback and the challenges that hinder its implementation in academic writing classes. Employing a narrative review method, this study analyzes 10 empirical research articles published between 2019 and 2024. The findings indicate that peer feedback positively enhances students’ grammatical accuracy, content organization, and overall coherence of writing. In addition, it promotes learner autonomy and helps reduce writing anxiety when supported by clear guidelines, adequate training, and teacher facilitation. The effectiveness of peer feedback is further strengthened by factors such as trust among learners and appropriate scaffolding. The review is grounded in Vygotsky’s socio-cultural theory and Swain’s output hypothesis, which emphasize the role of interaction and self-correction in language development. Despite limitations in the reviewed studies, including small sample sizes and short research durations, this review concludes that peer feedback can be as effective as teacher feedback when properly implemented. Therefore, integrating peer review systematically into writing curricula is recommended.

This study examines how linguistic scaffolding, collaborative writing, and feedback operate as interconnected pedagogical mechanisms in task-based Arabic writing instruction. It reports a focused qualitative classroom-process analysis embedded within a broader research-and-development study conducted at an Islamic boarding school in Bogor, Indonesia. The analysis centered on 14 male upper-secondary students who participated in a ten-period task-based writing program. Data were obtained from classroom observations, interviews, instructional documents, classroom writing activities, and implementation records, and were analyzed thematically by tracing patterns of linguistic support, peer interaction, feedback engagement, and revision. The findings show that linguistic scaffolding helped learners access vocabulary, structures, and task expectations before writing; collaborative work enabled them to generate ideas, compare expressions, and negotiate linguistic choices; and teacher and peer feedback directed attention to unresolved problems that were subsequently addressed through revision. These mechanisms operated sequentially and recursively rather than independently. The study contributes a process-oriented explanation linking linguistic scaffolding, collaborative meaning-making, feedback and noticing, revision, and meaningful Arabic writing. The findings imply that effective task-based writing requires coordinated support across the writing process rather than the assignment of communicative tasks alone.

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Scaffolding is a crucial instructional approach in teaching writing to EFL learners, providing structured support that gradually decreases as students develop independent writing skills. This study examines the effectiveness of scaffolding techniques, including modeling, guided practice, peer collaboration, and teacher feedback, in enhancing writing proficiency. By integrating Vygotsky’s (1978) sociocultural theory, which emphasizes the role of social interaction in learning, scaffolding enables students to bridge the gap between their current abilities and higher levels of writing competence. The research highlights how scaffolding fosters learners’ confidence, coherence, grammatical accuracy, and overall writing fluency. Furthermore, the study explores how scaffolding strategies help students develop critical thinking, problem-solving skills, and a deeper understanding of writing conventions. The findings suggest that scaffolding not only improves students’ writing skills but also enhances their motivation, engagement, and autonomy in the learning process.

This systematic literature review investigates Written Corrective Feedback (WCF) in Second Language Writing, focusing on three interconnected themes: effectiveness of feedback types, learner engagement, and teacher practices. Drawing on 29 peer-reviewed studies published between 2021 and 2026, the review synthesises evidence using the PRISMA framework to ensure methodological rigor and transparency. Findings reveal that WCF consistently enhances writing accuracy, fluency, and syntactic complexity, though its effectiveness varies across feedback types. Direct and metalinguistic feedback were particularly effective in promoting noticing and restructuring, while indirect and unfocused feedback required greater learner initiative. Learner-centered studies highlight the importance of perceptions, preferences, and emotional engagement, showing that supportive and autonomy-enhancing feedback fosters motivation and uptake, whereas overly critical feedback risks disengagement. Teacher-focused research emphasizes the role of scaffolding, beliefs, and contextual factors in shaping feedback practices, situating WCF as a socially mediated and pedagogical process. The implications of this review underscore the need for a holistic approach to WCF that integrates cognitive, motivational, and sociocultural dimensions. Teachers should adapt feedback strategies to learner proficiency, cultural background, and emotional needs, while institutions should encourage multimodal and dialogic practices to maximise engagement. Future research should expand longitudinal and cross-cultural investigations, explore technology-driven approaches such as AI-assisted feedback, and examine teacher cognition and institutional practices in greater depth. Collectively, this review advances the state of the art in WCF research, offering a comprehensive framework for enhancing ESL/EFL writing pedagogy.

Drawing on Hattie and Timperley’s (2007) feedback theory and sociocultural theory (SCT), this study proposes an integrated feedback model tailored for English writing instruction in vocational colleges. This model incorporates teacher feedback, peer feedback, and automated writing evaluation, emphasizing the progressive nature of feedback levels and learners’ cognitive development through social interaction. The study explores the roles of different feedback types at the task level, process level, self-regulation level and self-level, and introduces an optimization strategy based on the principle of scaffolding fading and internalization. The proposed model aims to enhance students’ meta-cognitive awareness and foster their long-term writing development. Finally, the paper analyzes the model’s applicability and future directions for improvement, providing both theoretical and practical insights for English writing instruction in vocational education.

Abstract Student feedback literacy, which concerns learners’ understanding and evaluation of feedback information and of self-regulated learning, has recently drawn increasing scholarly attention. Although much discussion is directed to the theoretical complexity of feedback literacy in higher education, academic writing on this subject has remained unfocused, and the issues related to feedback literacy are less explored. We still know little about how to foster student literacy in feedback. This study draws on previous theoretical and empirical discussions of feedback and feedback literacy in higher education and academic writing, and proposes an evidence-based framework for developing student feedback literacy in the context of academic writing. This framework features dynamic teacher- and peer-scaffolding across the technical, social-interactive and individual levels, and showcases the essential knowledge bases needed for students to understand and use feedback on academic writing. The study contributes to research on writing assessment and feedback, and provides a pragmatic alternative to traditional classroom feedback practices, which can better facilitate the training of feedback-literate academic writers.

Developing written discourse competence remains a critical challenge for undergraduate law students who must master both disciplinary knowledge and specialized forms of legal writing. This literature review explores the role of scaffolding as an instructional strategy to enhance students’ ability to produce coherent, structured, and context-appropriate written texts in higher education. Drawing on L.S.Vygotsky’s concept of the Zone of Proximal Development and subsequent pedagogical models, the review synthesizes findings from studies on teacher-led scaffolding, peer feedback, genre-based instruction, technology-enabled supports, and iterative feedback cycles. Evidence from legal education and related disciplines demonstrates that scaffolding improves writing quality, accelerates skill acquisition, fosters self-regulation, and provides disproportionate benefits for underprepared or linguistically diverse students. Particular emphasis is placed on how scaffolded tasks, explicit modeling, and sequenced assignments can facilitate law students’ transition from general academic writing to the conventions of legal discourse. While scaffolding is shown to be a powerful tool for equity and inclusion, the review also highlights the need for gradual removal of supports to ensure independent competence. The discussion identifies gaps in current research, including the limited study of scaffolding specific to legal genres, the durability of scaffolded learning over time, and the integration of emerging AI-driven writing tools. Implications for legal educators suggest that deliberate, multi-tiered scaffolding strategies can both improve outcomes and democratize success in writing-intensive law programs.

This article explores ways of encouraging student engagement with feedback on literature essays. In addition to standard practice of student-centred peer review coupled with feedback from teachers, we have developed a scaffolded pair of reflection tasks on an introductory-level English literature course. With a focus on our two-step model for student self-reflection, this article highlights some challenges in encouraging active and transformational student engagement with feedback they receive from their peers as well as from their teacher. Based on a study of 243 student reflections submitted during an introductory-level English literature module at a Swedish university from 2018 to 2019, we propose that scaffolding students’ reflection practices is beneficent not only for their individual development as writers of academic texts, but also for their ability to address and engage with comments from peers and teachers.

This article describes the implementation of assessment as learning (AaL) in an online English-as-a-foreign-language (EFL) writing course at a university in China. The authors observed that challenges from the university administration and students were found when integrating AaL into face-to-face writing classrooms, including failure to offer prompt feedback due to the packed course syllabus and large class sizes as well as students’ low engagement due to insufficient English ability, shyness, or prior learning experience. An online teaching innovation was therefore made to tackle these problems. Key steps of the online AaL-focused writing process included (1) establishment of writing goals with peers and teachers through forums on the learning management system (LMS) and live-broadcasting platforms, (2) instructional scaffolding of genre knowledge and writing strategies via videos and quizzes on the LMS before writing, (3) self-assessment, peer-assessment and teacher feedback via online document editors and online chat rooms during writing, and (4) self-reflection via online worksheets on the LMS after writing. Data including a post-course survey and student interviews showed that the online formative assessment practices facilitated the implementation of AaL strategies and improved students’ learning by offering timely focused feedback, creating personalized learning experiences, and encouraging learner engagement. Implications for applying AaL in a blended EFL writing classroom during the post-pandemic era are discussed.

This study examines the implementation of the Think–Pair–Share (TPS) strategy integrated with online collaborative platforms in writing instruction and describes students’ responses and learning experiences related to writing skills. Using a qualitative case study design, the research involved 30 eighth-grade students and an English teacher in a public junior high school in Privat School at Sabak Timur. Data were collected through classroom observations, student and teacher interviews, document analysis of students’ drafts, and records of online collaborative activities. The findings reveal four major outcomes. First, online collaboration strengthened the TPS stages by enabling students to document ideas, revisit discussions, and refine their writing through digital archives. Second, students’ motivation and participation increased due to real-time interaction and peer appreciation. Third, students received more diverse feedback—from partners, groups, and the teacher which improved vocabulary use, coherence, and text length. Fourth, the teacher’s role shifted from a knowledge provider to a facilitator who guided discussions and supported reflective revision. The findings suggest that the use of Think–Pair–Share (TPS) in combination with platforms such as Google Docs facilitated collaborative writing experiences within the studied context, which can be interpreted as aligning with social constructivist principles. The study offers practical implications for English teachers and theoretical contributions to research on digital collaborative writing in secondary education.

This paper presents an analysis of a systematic review based on the past studies published on writing approaches employed in ESL classrooms. The studies reviewed are from the year 2000 to 2019 with the total number of eighteen studies. The key aims of this systematic review is to show an empirical information formulation discovered through multiple methods in past scholarly research on writing in ESL classrooms. In this systematic study, there are two study questions to be addressed: i) What teaching methods should ESL students use to enhance writing abilities for learners? ii) How should the defined writing strategy be scheduled so that it can be efficiently applied in the ESL schools? The findings of the reviews showed that process, genre, process genre, process product and product-based approaches are employed in ESL classrooms. Process approach was mostly employed in ESL teaching of writing in secondary and tertiary level. Results also indicated that scaffolding cooperative learning and teacher and peer feedback help to improve ESL students’ writing.

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This study examines the implementation of peer-review in developing Business English writing skills among undergraduate business students at Institut Desain dan Bisnis Bali. A mixed-method research design was employed involving 39 students enrolled in an English for Business course over one semester, with the course lecturer included as an informant. Data were collected through classroom observations, documentation of students’ writing drafts and peer-review activities, and a perception survey using a five-point Likert scale. Qualitative data were analyzed descriptively to explore the peer-review process, instructional scaffolding, and student engagement, while quantitative data were analyzed using descriptive statistics and interpreted based on Koyan’s (2012) perception criteria. The findings reveal that structured peer-review supports students’ writing development by enhancing grammatical awareness, word choice, and active classroom participation. Quantitative results indicate very high student perceptions of teacher performance, with a mean score of 4.48, reflecting strong pedagogical, cognitive, and affective competencies. Addressing a research gap, this study situates peer-review within Business English instruction in a heterogeneous EFL classroom, an area that remains underexplored. The study contributes theoretically to peer-review pedagogy and practically by proposing a structured peer-review model that facilitates active learning and writing development in Business English contexts.

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: This study draws primarily on ZPD and concept of mediation (a key element in the sociocultural theory) to analyze the mediational talk in speaking group-works. The authors present an analysis of how EFL learners' speaking skill is socioculturally mediated and developed through teacher-student and student-student collaborative interactions. Situated micro genesis was used as a tool for analyzing the interactions generated between the participants during a dialog making task. The results showed the characteristics of a dialogic communication among the learners as they took part in diverse conversation-making tasks collaboratively. Consequently, the analysis of the communicative discourse of the EFL speaking tasks was indicative of precious insights into the nature of the peer-peer and student-teacher interactions as well as their pivotal contributions to scaffolding the EFL learners' speaking skill in different forms. The findings provide worthwhile evidence substantiating that dialogic exchanges in collaborative tasks are crucial as a mediationally facilitative activity conducive to the improvement of second language speaking ability. Finally, the study proposes some constructive implications for EFL instructors encouraging the integration of collaborative tasks in their speaking classes.

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This following article investigates the role of peer feedback (peer review) to enhance writing skills of EFL students. The so-called term “peer feedback” means students` reviews and comments on each other’s work which is likely to provide opportunities for co-operation, reflection, and self-regulation among these students. The study analyzes how peer feedback can improve writing considering accuracy, coherence, and structural organization as well as foster critical thinking and learner autonomy. According to previous researches, peer review can benefit both writer students and reviewers. However, peer feedback is not without challenges—for example, the accuracy of comments, cultural barriers, and students’ skepticism towards peers. Yet, these obstacles can be overcome with relevant teacher guidance, structured rubrics, and proper training. Overall, the study indicates that peer feedback is one of the productive pedagogical tools to develop writing among EFL students.

This systematic literature review examines how artificial intelligence (AI)-integrated tools are being used to scaffold writing instruction for K-12 English as a Foreign Language (EFL) students, with a particular focus on preserving student agency and creativity. Drawing from sociocultural and cognitive theories of writing, this study synthesizes findings from 14 peer-reviewed empirical studies published between 2018 and 2024. Studies were analyzed using a thematic synthesis approach to identify how AI tools function as cognitive supports, creative collaborators, and language enhancement systems. The results reveal that AI tools, when implemented thoughtfully, can reduce cognitive load, foster ideation, and support self-regulated learning without undermining student autonomy. Three major categories of AI scaffolding emerged, i.e., cognitive support tools (e.g., grammar correction, idea organization), creative support systems (e.g., story generation, narrative feedback), and language enhancement tools (e.g., vocabulary expansion, stylistic refinement). Key themes include the importance of balancing AI support with student decision making, aligning tool use with theoretical models, and ensuring equitable access. Limitations in the current literature include short-term study durations, a lack of standardized metrics for creativity and agency, and the predominance of research in EFL contexts. Future research should expand on ESL settings, adopt rigorous methodologies, and explore long-term impacts on writing development.

This narrative literature review synthesizes empirical and conceptual research (2014-2025) on teacher talk and interactional scaffolding in ESL/EFL classrooms to explain how interactional practices create learning opportunities aligned with Communicative Language Teaching (CLT). Drawing on sociocultural theory, interactional/CA-informed classroom research, and SLA perspectives, the review maps recurring interactional mechanisms through which teachers shape participation: contingent questioning, expansion moves, input modification, feedback sequences, and wait-time management. Across studies, teacher talk appears not as neutral input but as a mediational resource that organizes turntaking, sustains learner contributions, and supports negotiation of meaning. The synthesis further shows that scaffolding is most effective when it is contingent, co-constructed, and responsive to learners’ moment-by-moment needs, although evidence remains limited about long-term development and online/multimodal contexts. The review concludes with implications for CLT-oriented pedagogy, emphasizing interactional sensitivity, reduced evaluative closure, and scaffolded participation as pathways to strengthen learners’ interactional competence and communicative development.

Research on group dynamic assessment has predominantly focused on whole-class mediation, with limited attention given to alternative formats such as in smaller groups. Grounded in sociocultural theory, the present study explored how a small-group online dynamic assessment using video conferencing (i.e., Zoom) and Google Docs enhanced the English academic writing abilities of university-level second language (L2) learners. Twelve students in an intermediate academic writing course were divided into four groups, each consisting of three to four students. An adjusted cumulative group dynamic assessment approach was implemented over three week cycles. The analysis examined both quantitative and qualitative changes in teacher mediation and student responsiveness, as observed in relevant episodes both within and across sessions. For the within-session analysis, students’ initial silences in response to teacher prompts gradually decreased, showing a linear progression toward different forms of self-regulation. This trend indicated overall growth in the group’s zone of proximal development. In contrast, the across-session analysis focused on one group member (Sam), who exhibited a less even developmental trajectory. Although the quantity of teacher mediation did not significantly change, the peer comments exchanged (a)synchronously and the qualitative shifts in Sam's responses to teacher mediation pointed to an emerging understanding of L2 writing concepts. Additionally, the online multimodal affordances of Google Docs and video conferencing further reinforced mediating opportunities that supported group collaboration. Overall, the findings underscore the pedagogical potential of a small-group online dynamic assessment for fostering L2 writing development.

This mixed-methods study examined three distinct dimensions of peer assessment in Chinese L2 writing classrooms: scoring reliability, feedback quality, and teacher acceptance. Twelve advanced Chinese L2 learners and six experienced teachers scored 20 writing samples holistically using the HSK-6 rubric and provided feedback on content, organization, and language. Generalizability-theory analyses showed that a single peer assessor was less dependable than a single teacher assessor. Two peer assessors matched or exceeded one teacher for relative score interpretations, whereas three peers were needed to reach a comparable level for absolute interpretations. Coded feedback from both groups met criteria for specificity, relevance, and actionability, but their emphases differed. Welch tests indicated that peers produced more suggestions about emphasizing key points, whereas teachers produced more suggestions about streamlining details and grammatical accuracy. Interviews with three teachers revealed conditional acceptance: teachers valued peer assessment as a learning process but emphasized the need for explicit criteria, training, multiple peer judgments, and teacher oversight. Because the study did not examine revisions or subsequent writing gains, feedback quality should not be interpreted as demonstrated pedagogical effectiveness. These findings are exploratory and context-specific.

Student writing feedback literacy (FL) has emerged as a critical competence in second language (L2) education, yet most studies focus mainly on teacher or peer feedback, overlooking how feedback from different sources may differentially shape studnets’ FL development. This mixed-methods study explores changes in Chinese university students’ L2 writing feedback literacy across AI-generated, peer, and teacher feedback during a 10-week quasi-experimental intervention. Three intact classes (N = 126) completed pre- and post-tests using the L2 Student Writing Feedback Literacy Scale (L2-SWFLS), and qualitative interviews were conducted with a subsample to understand their perceptions and the processes involved in engaging with these feedback sources. Quantitative findings showed significant improvements in writing feedback literacy for the AI and peer feedback groups, with the AI group showing advantage in acknowledging different feedback sources and the peer group in appreciating feedback, acknowledging different feedback sources, and making judgments. While the teacher feedback group showed limited improvement, with no significant changes in all dimensions. Qualitative data revealed that AI and peer feedback enhanced students’ autonomy and criticality in interpreting and using feedback compared to teacher feedback. These findings highlight the differentiated effects of AI, peer, and teacher feedback on L2 writing feedback literacy and suggest that integrating multiple feedback sources can optimize writing instruction.

This study explored the effects of Mediation-based Feedback and Direct Corrective Feedback on the linguistic accuracy and rhetorical development of EFL university students’ writing. A quasi-experimental design involved two L2 writing classes (mediation group vs. correction group), each receiving feedback across three writing tasks: pre-test, post-test, and delayed post-test. The mediation group received dialogic, adaptive mediation aligned with learners’ Zones of Proximal Development, while the correction group received teacher-led direct corrections. Quantitative analyses revealed that the mediation group outperformed the correction group in linguistic accuracy, with statistically significant differences and a large effect size. Within-group comparisons showed that mediation led to moderate improvements in linguistic accuracy, while direct corrective feedback produced small yet meaningful gains. No significant between-group differences were found for rhetorical development; however, direct corrective feedback yielded sustained medium effect size gains, while the mediation group demonstrated initial progress that regressed over time. The study contributes to research on feedback by highlighting the benefits and limitations of mediation and correction in L2 writing development. Note: This study is a part of the doctoral dissertation of the first author supervised by the second author. 

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To realize the potential of feedback, students need to possess feedback literacy. Frequently implemented in writing classrooms, peer feedback activities carry unique potential for developing student feedback literacy. This paper proposes an instructional model of teacher-supported peer feedback in relation to the enhancement of student feedback literacy from a self-regulatory perspective. The paper conceptualizes student feedback literacy as learners’ capabilities to carry out core activities in feedback processes, including seeking, generating, processing, and using feedback during self-regulation. It outlines pertinent teacher support before, during, and after peer feedback activities to facilitate student writers’ seeking, generating, processing, and using of feedback during their behavioral self-regulation of writing encompassing self-observation, self-judgement, and self-reaction. The instructional model highlights teacher support to foster an active learner role in feedback processes by giving students opportunities to conduct several rounds of feedback calibration by themselves before seeking teacher feedback. Future studies may investigate the implementation and effectiveness of the instructional model.

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Applying the single case analysis methodology, this study investigates how a peer tutee demonstrated his understanding of his peer tutor’s advice by using a particular type of formulation, response formulations to advice, to negotiate the pair’s participation framework in second language (L2) online peer tutorials. Although the tutor initially held the floor more often during the verbal interaction in the online tutorial, the tutee was able to move from peripheral to fuller participation by offering response formulations to advice. Two types of response formulations to advice were identified: (1) expressing the gist of the tutor’s advice to indicate direct comprehension, and (2) constructing an upshot to add a new viewpoint to the previous utterance by conveying unstated information (e.g., offering an account of what was not discussed in previous discourse). The tutee’s response formulations to advice provided the tutor with an opportunity to access the tutee’s L2 knowledge and thereby offer more mediation to enhance the tutee’s metalinguistic knowledge of the target language. The tutee’s upshot formulation in particular also influenced the type of advice he received. Overall, this study highlights how peer tutees’ use of response formulations to advice, enhanced by the affordances of online mediation such as real-time audio interaction, facilitates greater conversational participation and deeper engagement, which leads to more meaningful, cooperative, and effective tutorials.

This research examined the effects of collaborative processing of ChatGPT-generated feedback on second language (L2) writing development. The sample for the seven-week experiment consisted of 117 sophomore EFL learners and six teachers from a Chinese university. The students were divided into four groups: the control group processed ChatGPT feedback individually, while the experimental groups processed it with teacher, peer, or combined teacher-and-peer collaboration. Employing a mixed design, L2 writing task improvement (measured as the gain scores from draft writing to final products for the three during-intervention writing tasks) and learning (measured as performance for a post-intervention, and similar new writing task) of the four groups were assessed and analyzed. The findings revealed that the learners who individually processed feedback registered the most significant task improvements, whereas learners processing feedback with teacher collaboration progressed the most for subsequent learning processes. The study has pedagogical implications for the construction of a more inclusive ecology to support effective uses of latest technology in L2 classrooms.

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The aim of this study is to examine the use of scaffolding to improve online group-work presentations in English literature classes. Different stages of action research such as planning, acting, observation, and reflection are described in detail. Three scaffolding activities (questioning, feedback, and providing digital resources) were used in this present study. Qualitative analysis reveals that teachers' scaffolding activities were found to be useful in supporting students’ online presentation of literary texts. Specifically, it was found that teacher and peer feedback scaffolding played an important role in helping learners better understand literary texts. Another finding is that, on the one hand, questioning encouraged learners to explore different aspects of literary works. Providing resources, on the other hand, has a practical impact in helping learners out of frustration in searching for pertinent facts about the presentation tasks. The study can be a useful source of reference in teaching English literature online, especially in a multimodal learning environment.

This paper presents an action research whose aim was to implement the peer feedback activity in EFL writing in primary school contexts in Croatia. The study follows the methodology of action research conducted in five stages. The study aims to answer the following research questions: 1. Can the activity of peer feedback in writing be tailored to primary school students? 2. Can peer feedback activity be successfully implemented in primary educational contexts? The action research provided valuable insights into the complex area of teaching writing in the context of EFL, proving that its successful implementation will largely depend on the willingness of teachers to re-think their feedback-giving practice and embrace peer feedback as a part of their teaching routine.

This study endeavours to explore the effectiveness of teacher-monitored peer feedback in enhancing proficiency in writing paragraphs among secondary-level English as a Second Language (ESL) learners in Sri Lanka. Over a period of two months, focusing on paragraph writing activities carried out with 20 ESL students from a semi-government school, the study experimented with a set of qualitative methods, including semi-structured interviews, preplanned classroom observations, and reflective teacher references. There, peer feedback was guided by a rubric, while the teacher’s verbal feedback was aligned with the routine instructional practices. The thematic analysis revealed that both feedback strategies enhanced students’ engagement, confidence, and motivation in carrying out paragraph writing exercises. It was noticed that peer feedback helped encourage collaboration and critical thinking among the subjects, while teacher feedback provided them with clarity and direction. The reflective teacher references ensured improvement in student participation and independence. Challenges such as discomfort with peer evaluation and concerns about peer accuracy could be mitigated through structured guidance provided as and when required. The study thus concluded that integrating peer and teacher feedback helps foster a supportive, interactive environment for ESL writing development by establishing learner autonomy in ESL classrooms. Keywords: Peer feedback; Verbal feedback; ESL writing; Paragraph writing proficiency

This study investigates the comparative effectiveness of peer-reviewed feedback and AI-enhanced feedback, specifically through Grammarly, in graduate-level online action research courses. Grounded in constructivist and sociocultural learning theories, the study explores how students perceive and apply feedback from either peers or an AI-based tool across dimensions such as feedback characteristics, application and writing quality outcomes. A convergent parallel mixed-methods design was employed with 39 graduate students who selected their preferred feedback mechanism. Data collection included surveys, feedback characteristics, revision tracking and rubric-based assessments. Statistical tests assessed feedback application and writing improvements. Findings showed that AI feedback via Grammarly was more effective in addressing surface-level issues such as grammar and clarity, while peer feedback more often engaged with higher-order concerns like organization and originality. Both feedback types contributed to improved writing quality, with peer feedback yielding greater gains. Grammarly was chosen for this study due to its wide availability in higher education and institutional support at the time of data collection in early 2023, before the widespread classroom integration of generative AI tools like ChatGPT. While the results suggest complementary strengths between human and AI feedback, limitations include the narrow scope of AI used and reliance on feedback frequency as a proxy for feedback quality. This study uniquely compares peer and AI feedback in graduate writing, allowing students to choose their preferred method. The findings highlight the strengths of both approaches and emphasize the need for a balanced integration of AI and human feedback in academic settings. This research contributes to AI-assisted education by offering insights into optimizing feedback strategies for enhanced learning outcomes.

Peer feedback serves as a valuable strategy for improving students’ writing proficiency. Over the past forty years, peer assessment, review, and feedback have been widely promoted, with a significant body of research emerging in both first language (L1) and second language (L2) writing. Nevertheless, limited studies have delved into how students perceive and respond to their peers’ written work in varying contexts, as well as the underlying reasons for their reactions. This study aims to explore students’ perspectives on the implementation of peer feedback during the writing of expansion texts. Specifically, it examines students’ emotional responses, their engagement in the feedback process, their reactions to feedback received, and whether the benefits of peer feedback established in earlier research remain relevant to current learners. Employing a qualitative approach and a case study design, the study draws on questionnaire responses and archived materials from two English education students at one of the universities in West Java who participated in peer feedback activities. The findings reveal that self-confidence affects students’ engagement with feedback, while an organized peer feedback process helps in correcting mistakes and improving writing quality. For future research, it is recommended to include a larger sample size, explore different educational levels, and examine the long-term impact of peer feedback on students’ writing development.

This study deals with a classroom action research investigating teaching descriptive writing through peer feedback in EFL classroom at one of Islamic Senior High School in Jambi. Eleven male students were involved in this research. By doing field note, observation checklist, writing task, and documentation data were collected and analyzed descriptively. The findings indicated that peer feedback could improve students’ descriptive writing seeing that the students were able to work collaboratively with the peer in giving either suggestion or advise during the discussion. As a result, applying peer feedback while teaching descriptive writing did not only provide students basic material for editing or revising, but also stimulate their imaginative power enabling them to have a concept in their mind about what they are going to write. Implications from this research evidently suggest that teachers should have a variety of teaching strategy in teaching English as a Foreign Language.

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Large Language Models (LLMs) have revolutionized English as a Foreign Language (EFL) writing; yet, today's generative tools remain largely blind to learners’ socio-emotional needs—a gap that risks turning AI into a cognitive crutch, especially for students with lower self-efficacy. Our analysis of 308 students from Chinese private universities reveals a prevalent preference for linguistic refinement (70.13%) over full-text generation (13.31%), as well as notable gender and disciplinary variations in patterns of AI dependency. To enhance human-AI interaction, we propose the Social-Emotional Adaptive Scaffolding (SEAS) framework, a modular four-layer structure designed to map multi-dimensional users’ attributes to dynamic feedback strategies. By translating pedagogical insights into technical logic, SEAS employs adaptive prompt engineering to deliver customized interventions—ranging from Socratic inquiry for high-proficiency learners to affectively resonant feedback for high-anxiety cohorts. This research establishes a foundation guided by user needs for developing future human-centered writing aids, emphasizing the integration of Social-Emotional Learning (SEL) within technical systems to reduce dependency and promote learner autonomy in the age of generative AI.

This study aims to explore the teaching model of medical universities’ English education based on peer feedback in writing classes under the new liberal arts perspective. Using construstivism as the theoretical framework, the scaffolding theory as the analytical framework, this study employs experimental control methods and utilizes SPSS software for data analysis to evaluate the effectiveness of peer feedback in improving writing abilities. In-depth text analyses of questionnaires and reflection reports are conducted to examine the mediating effects of this strategy on students’ text revision, academic discourse knowledge, cultural literacy, and research awareness, and to investigate how peer feedback contributes to the cultivation of autonomous learning, self-assessment, and critical thinking. The findings confirm that peer feedback not only enhances students’ writing levels but also fosters their deep learning habits. This study provides an effective teaching model that integrates deep learning and ideological education for medical universities’ English instruction based on peer feedback in writing classes under the new liberal arts perspective.

This study examines peer scaffolding in the process of writing academic essays by EFL university students in three stages: pre-writing, while-writing, and post-writing. The research employs a mixed-methods approach, with 150 students completing a structured questionnaire and 20 students participating in in-depth interviews. Grounded in Vygotsky’s Sociocultural Theory (SCT) and the concept of the Zone of Proximal Development (ZPD), the findings from the questionnaire suggest that peer scaffolding is perceived as a valuable tool for enhancing academic writing skills. In the pre-writing phase, students highlighted the benefits of peer collaboration for generating idea, clarifying writing prompts, and enhancing vocabulary and grammar. During the while-writing phase, peer support contributed to improving essay structure and vocabulary, although challenges with time management were noted. In the post-writing phase, peer feedback was crucial for refining drafts, correcting language errors, and fostering self-editing. Data from the interviews further support these findings, revealing that students value peer scaffolding not only for its cognitive benefits but also for its emotional and motivational support. This study’s findings provide suggestions related to the roles of peer scaffolding in promoting cognitive, emotional, and social development in EFL students’ academic writing

This study examines how Vietnamese EFL learners construct and negotiate peer scaffolding in academic writing classrooms and whether collaborative support becomes entangled with academic competition. Drawing on Vygotsky’s sociocultural theory and a cautious critical lens on neoliberal discourse, the study adopts a critically oriented qualitative case-study design. Participants were twelve English-major students in a single Academic Writing course at a Vietnamese university. Data comprised audio-recorded peer-feedback sessions, written peer notes, pre- and post-feedback drafts, classroom observations, and semi-structured interviews, which were analysed using SCT-informed interaction analysis, thematic analysis, and critical discourse analysis. Findings show that peer scaffolding enabled collaborative mediation through suggesting, questioning, modelling, correcting, explaining, and revising. However, peer feedback also made differences in writing ability visible and, in some episodes, connected rubric-oriented performance, peer comparison, academic vocabulary, and future-oriented academic capital with self-monitoring and pressure for improvement. The study introduces hidden competitive scaffolding to describe peer support that remains genuinely collaborative while simultaneously producing comparison, hierarchy, and self-optimisation. The concept extends peer scaffolding beyond a purely pedagogical mechanism by showing how it can also function as a culturally and ideologically mediated classroom practice.

Grounded in Sociocultural Theory (SCT), this mixed-method study investigates the underexplored emotional and motivational dimensions of peer scaffolding in academic writing among Vietnamese EFL university students. Addressing the dominance of cognitively oriented research, the study examines learners’ perceptions and experiences of affective support in collaborative writing. Data were collected through surveys (N=150), interviews (N=20), and observations of peer interactions (10 dyads). Findings reveal a strong shared perception of the emotional value of peer scaffolding (M = 4.19/5) and identify a two-layer support system combining dynamic peer motivation and emotional support, forming an Emotional ZPD that facilitates cognitive risk-taking. However, Confucian face-saving norms simultaneously foster harmony and constrain critical feedback. The study advances SCT by operationalizing perezhivanie and extending the concept of Emotional ZPD with pedagogical implications for similar EFL contexts.

The purpose of this study was to investigate the impact of the design and implementation of online peer feedback strategies based on digital modules on the quality of essay writing. This study used a quasi-experimental method involving 200 junior high school students and 200 vocational high school students. To analyze the data, the one-way MANCOVA test, two-way MANCOVA test, and one-way MANCOVA test were employed. The results show that the digital online peer feedback module helped students write better argumentative essays and learn how to provide insightful criticism. The improvement in the quality of students' argumentative essays is evident in the introduction, position determination, arguments for the position, evidence or facts to support the position argument, arguments against the position, supporting arguments against the position, responses to counterarguments, and conclusions. Thus, online peer feedback strategies based on digital modules can improve essay writing skills because they focus on argumentative essay structure and content, so they can be used at various levels and subject areas. This study implies that online scaffolding in the form of digital modules must focus on the framework of text structure because knowledge and use of text structure can be transferred to students with different levels and domains of knowledge.

Studies on students’ feedback literacy through technology-mediated peer feedback tasks in academic writing are scarce in the Indian higher education context. The present research integrates an online peer feedback mechanism with writing classroom instruction in an Indian university. The study tries to assess the feedback literacy of the students over a period of six weeks. This has been done through adopting mixed-methods research. Data collection was done through transcripts and logs of peer feedback, student questionnaire, and semi-structured interviews. The data was analysed by performing text analysis of the students’ feedback, quantitative analysis of the questionnaire and qualitative analysis of the interview transcripts. The results indicate that the students acknowledge the inculcation of feedback literacy, but there is a need to refine and develop it further with increased focus on specificity and justification of the feedback points.  The study implies that a close analysis of feedback literacy among students can be used to address the concerns related to student engagement in online peer feedback and could be of significant help in formative assessment and scaffolding of academic writing skills in the higher educational context.

The rapid integration of Artificial Intelligence (AI) in education has created opportunities to reimagine language learning and academic writing support. This study introduces ScaffoldED AI, an innovative teaching strategy integrating scaffolding steps into AI-assisted writing. Unlike general-purpose AI applications, ScaffoldED AI is grounded in Vygotsky’s Sociocultural Theory and the Flower and Hayes Cognitive Process Model, positioning AI as both a mediational aid within the Zone of Proximal Development and a cognitive partner in managing the complex processes of planning, translating, and reviewing ideas. ScaffoldED AI supports learners through structured prompts, adaptive feedback, and guided planning strategies, implemented via platforms such as ChatGPT, Gamma, and Canva. These features help reduce cognitive load, generate ideas, and sustain writing momentum. Its relevance to language education lies in addressing common challenges in academic writing, such as organisation, linguistic confidence, and writing-related anxiety, while fostering long-term development of academic literacy skills. The study was conducted with both tertiary and secondary ESL students, capturing perspectives across different stages of language learning. A Google Form survey revealed that learners reported significant benefits, including reduced writing anxiety, enhanced efficiency and increased confidence in producing written work. At the same time, concerns were raised regarding over-reliance and ethical use, highlighting the importance of responsible integration and clear guidelines. The study concludes that ScaffoldED AI can serve as a pedagogical ally in secondary and higher education, empowering learners with greater autonomy, reducing barriers to effective writing, and enriching teaching practices

This study investigates the impact of blogging on writing proficiency and active reading among Malaysian upper secondary students. Guided by Social Constructivism and Reader Response Theory, it explores how blogging enhances writing, fosters peer review, and supports learner autonomy. Using a case study design, data were collected over three weeks through blog posts, peer feedback, classroom observations, and focus group interviews with eight Form 5 students. Findings show that blogging improved grammar accuracy, vocabulary range, coherence, and content organization. Peer review fostered active reading, critical thinking, and collaboration. Students reported higher motivation and confidence when writing for authentic audiences. The study highlights blogging as an effective pedagogical tool for integrating technology into ESL instruction and recommends structured peer review training and scaffolding. Implications for teachers, curriculum designers, and policymakers are discussed, with suggestions for future research to expand blogging-based interventions across diverse contexts.

This paper explores the role of peer review in continuation writing, emphasizing its impact on improving writing skills, critical thinking, and student collaboration. Peer review encourages students to reflect on their own and others' work, which enhances narrative coherence, language use, and overall writing quality. The paper reviews literature on peer feedback, highlighting its ability to foster self-reflection, motivation, and writing refinement. Despite its benefits, challenges such as variability in feedback quality, student resistance, and time constraints can undermine its effectiveness. To address these issues, this paper proposes several strategies: providing clear feedback guidelines, offering peer review training, scaffolding the process for increasing confidence, and creating a supportive classroom environment. These approaches aim to ensure that peer review becomes a productive and engaging tool for students. The findings suggest that, when implemented effectively, peer review not only enhances writing quality but also strengthens critical thinking and revision skills.

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This study explores the role of structured peer review as a pedagogical tool to enhance paragraph-level writing skills among university students in Indonesia. Academic writing remains one of the most demanding competencies for learners, particularly in producing cohesive and coherent paragraphs. In contexts where large classes and limited teacher feedback constrain the learning process, peer review offers a collaborative approach that distributes responsibility for feedback while fostering deeper engagement with writing. Employing a qualitative case study design, this research involved 25 fourth-year students in an English composition course. Data were gathered from multiple sources, including students’ writing drafts collected across several peer review cycles, classroom observations, surveys, and semi-structured interviews. This triangulated approach allowed for a rich exploration of how students’ paragraph writing developed over time and how they perceived the peer review process. The findings indicate that students demonstrated notable progress in crafting clearer topic sentences, elaborating supporting details, and producing more consistent concluding sentences. Beyond textual improvements, students reported increased confidence, greater accountability toward peers, and stronger reflective habits. These gains were facilitated by scaffolding strategies such as rubrics, checklists, and teacher modeling, which guided students to provide feedback that moved beyond surface-level corrections toward higher-order concerns of coherence and unity. The study concludes that structured peer review supports not only the improvement of writing products but also the cultivation of collaborative and self-regulated learning practices. As such, it underscores the potential of peer review to be integrated as a core component of English as a Foreign Language (EFL) writing instruction in higher education.

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Digital scaffolding has gained increasing attention in English as a Second Language (ESL) education; however, its conceptualisation and implementation remain fragmented. This systematic literature review synthesises empirical research on digital scaffolding in ESL contexts, examining how it is defined, the factors driving its adoption, and how it is implemented across formal educational settings. Guided by PRISMA 2020 protocols, a structured Scopus search identified 214 records published between 2020 and 2025, of which 8 studies met the inclusion criteria after screening. The synthesis reveals persistent conceptual ambiguity: while some studies equate digital scaffolding with technological affordances such as automated feedback or digital prompts, others frame it as adaptive, contingent, and fading support grounded in sociocultural learning theory. Drivers of digital scaffolding are broadly shared but contextually framed, with global studies emphasising enrichment, learner autonomy, and personalization, and Malaysian studies highlighting equity-related constraints such as feedback scarcity, infrastructural challenges, and assessment demands. Implementation spans micro-level tools, meso-level instructional sequences, and macro-level learning ecosystems, yet most interventions remain skill-specific, short-term, and limited in attention to scaffold fading and transfer. Overall, the review demonstrates that digital scaffolding extends beyond technology use and requires pedagogically designed, layered support that is sensitive to learner development and contextual conditions.

Instructional scaffolding, a structured form of pedagogical support calibrated to a learner’s current proficiency and progressively withdrawn as competence increases, has been widely recognized as essential to fostering writing development and independence in English as a Foreign Language (EFL) context. This narrative literature review synthesizes existing scholarship to examine how scaffolding affects three interconnected outcomes: learner autonomy, metacognitive awareness, and writing performance. Drawing on peer-reviewed journal articles, books, book chapters, dissertations, and research reports, the review employs thematic coding to identify recurrent patterns across the literature. Findings indicate that scaffolding promotes learner autonomy by enabling a deliberate shift of responsibility from instructor to student through guided practice and the gradual fading of support. The review further reveals that scaffolding strengthens metacognitive awareness by encouraging students to plan, monitor, and evaluate their own learning processes. With respect to writing, process-oriented and genre-based scaffolding techniques yield measurable improvements in structural organization, lexical variety, syntactic complexity, and overall textual quality. However, the effectiveness of scaffolding is contingent upon several mediating factors, including student readiness, the precision with which support is delivered, teacher expertise, and contextual variables such as institutional culture and class size. The review concludes by identifying gaps in the literature and recommending future research into culturally responsive scaffolding practices, the integration of digital scaffolding tools, and the long-term sustainability of autonomy gains.

Writing and speaking are central generative (productive) skills in EFL education, yet they present persistent challenges due to their cognitive complexity and classroom constraints. This review surveys theory and practice to identify effective strategies for developing L2 writing and speaking. We first outline theoretical foundations, including communicative competence models, cognitive processing of output, and sociocultural perspectives. Next we examine pedagogical approaches to writing (e.g. process-genre instruction, task/project-based writing, peer review, digital tools) and to speaking (e.g. communicative tasks, fluency-building exercises, scaffolded dialogues). Classroom strategies are then discussed, covering feedback techniques, scaffolding, formative assessment, learner autonomy, and the use of collaborative and technological supports. Recent classroom-research case studies are reviewed: for instance, process-genre writing tasks with regular feedback have significantly improved Thai university learners’ written performance, and concept-mapping and 4/3/2 repetition tasks have enhanced Iranian EFL learners’ spoken fluency. Likewise, project-based writing raised Indonesian students’ writing scores (grammar, vocabulary, organization) and motivation, while scaffolded speaking instruction produced significant gains in accuracy and fluency. We note that peer correction often boosts both fluency and accuracy more than teacher-led correction. Finally, we address practical challenges (large classes, exam pressures, uneven proficiency, tech limitations) and offer evidence-based recommendations: integrate communicative task-based activities with explicit scaffolding, encourage autonomy (e.g. self-selected tasks), and leverage digital tools judiciously (e.g. writing-assistance software, AI feedback). The synthesis highlights that task-based and communicative approaches – combined with formative, learner-centered methods – best support generative skills development in varied EFL contexts.

This research review examines Peer-Assisted Learning Strategies (PALS) and their influence on academic achievement across a variety of educational environments. PALS is a structured teaching strategy in which students take turns as tutors and tutees, encouraging active participation, peer interaction, and collaborative knowledge production. The study summarizes empirical research and systematic analyses from 2016 onward, emphasizing PALS' efficacy in improving students' conceptual understanding, problem-solving ability, and learning outcomes in areas such as science, mathematics, and language. PALS appears to promote good classroom dynamics, encourage learners, and accommodate varied learning requirements by providing for quick feedback, organized peer mentoring, and individualized instruction. Reciprocal peer tutoring (RPT), a well-studied type of PALS, leads to considerable gains in student performance, particularly in grasping complex topics such as chemical calculations and mathematical problem solving. Systematic reviews and meta-analyses in secondary, tertiary, and medical education contexts show consistent gains in academic success, skill development, and social outcomes, stressing the relevance of tutor training, session flexibility, and systematic implementation. The paper also discusses modifications of PALS for inclusive and culturally diverse classrooms, demonstrating how careful matching, scaffolding, and monitoring may improve learning equality. Overall, PALS is an evidence-based and adaptable technique that enhances both cognitive and emotional outcomes by providing students with the academic, social, and metacognitive abilities required for success in today's educational environments.

The focus of this paper is the teacher learning of trainee teachers of English as a second, other or foreign language to adults, within a particular model of initial teacher training: Teaching Practice Groups. It draws on socio-constructive theories of teacher learning to explore the learning of trainees within the model. Teaching Practice Groups are highly social; trainees on courses using the model interact a great deal with each other, with their peers, with the learners in the teaching practice classroom, and also with the course documentation and activities. This paper suggests that these interactions, and the consequent development of trainees’ knowledge and understanding of teaching, are scaffolded in both ‘designed-in’ and ‘contingent’ ways (Hammond & Gibbons 2005: 12). Designed-in scaffolding can be seen in the way the course is structured, in the activities that learners are expected to engage with, and in the documents and processes through which these processes are managed. Contingent scaffolding on the other hand, the spontaneous actions and guidance of the trainer in response to the immediate learning needs of the trainee teacher, is unplanned. While the findings from this study are specific to the context of Teaching Practice Groups, this paper also offers a contribution to more general knowledge about initial teacher training for English language teachers.

Improving English foreign language writing through formative assessments has been an essential area for research in writing instruction. The research team first focused on answering the question of how differently forms of formative assessment of writing, self-feedback with teacher support, and peer feedback in the revision stage of the writing process, influence Vietnamese EFL novice student writings. The second question was how reliable self- and peer assessments are, in relation to teacher-based assessment of the quality of student writings. 83 participants of intermediate level in English would participate in the study of two panels with switching replications. In panel 1, group 1 was learning from peers for essay quality, and group 2 was practicing self-assessment of essay quality with the support of teacher feedback. In panel 2, two groups swapped the conditions. There was a total of 239 texts of the argumentative genre across five controversial writing topics collected through the three moments of measurement. Data indicated that the two formative assessment practices would contribute equally to the quality of student writing; however, the sequence of practicing self-assessment first and then peer assessment would be optimal for improving writing quality. Furthermore, the scores the students gave themselves and to the others were in correlation with the teacher’s ratings. The article concludes by underscoring the necessity of integrating formative assessment practices in the writing process, and student self- and peer-ratings could be considered as a source of reliable information on the quality of student writing.

Abstract This study examines the differential effects of teacher and peer feedback on the development of student feedback literacy (SFL) among intermediate-level L2 students in a disciplinary academic writing context. Two intact classes participated in an eight-week intervention, receiving either teacher feedback (TF group, N = 35) or peer feedback (PF group, N = 36). Quantitative results indicate that teacher feedback may yield a stronger and more immediate impact on SFL development. Qualitative findings further reveal distinct SFL patterns across the two groups. Students in the TF group valued global-level teacher feedback, actively sought external support to interpret it, and demonstrated emotional regulation; however, they faced cognitive challenges when interpreting vague comments and implementing revisions. By contrast, students in the PF group acknowledged the usefulness of peer feedback, particularly at the local level, consulted multiple resources to verify peer comments, and exercised evaluative judgement, while also expressing concerns about occasional inaccuracies and limited disciplinary relevance. They additionally reported mixed emotional responses and greater caution when acting on peer feedback.

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Abstract The integration of ChatGPT as a supplementary tool for writing instruction has gained traction. However, uncertainties persist regarding how ChatGPT complements teacher assessment and the overall effectiveness of this combined approach. To address this, we conducted a mixed-methods investigation involving 46 undergraduate students from a research university in southern China, engaging them in a Chinese academic writing task. The intraclass correlation coefficient results revealed ChatGPT’s efficiency in scoring students’ writing, showing moderate to good consistency with teacher evaluations. A paired sample t-test unveiled significant differences in feedback quantity and types between ChatGPT and teacher assessments. Drawing from both interview data and quantitative findings, the study uncovers three ways in which ChatGPT complements teacher assessment, benefiting students with various writing proficiency levels: (1) fostering deeper comprehension of teacher assessments among students, (2) encouraging students to make judgments regarding feedback, and (3) promoting independent thinking about revisions. This study contributes to a more comprehensive understanding of the role of ChatGPT within the context of a combined assessment approach. It underscores that certain inherent weaknesses in ChatGPT’s functioning can paradoxically lead to favorable outcomes. By shedding light on the synergy between ChatGPT and teacher assessments, this research seeks to inform and enhance writing instruction in higher education.

Abstract Self-assessment is believed to complement peer assessment in the classroom. However, whether, how and why this is done remains unclear. This study, by investigating the combined use of self and peer assessment for an academic writing task among a group of undergraduate students in Hong Kong, aims to shed light on how self-assessment complements peer assessment. Self-assessment is found to complement peer assessment in five ways: 1) it guides students to revise when peer assessment is lacking; 2) self-assessment effectively supplements peer assessment when the students had access to peer assessment; 3) even if a student has access to quality peer assessment, self-assessment complements peer assessment due to the different reflection involved in the two processes; 4) self-assessment can supplement peer assessment in terms of issues related to social-affective burdens for the latter; 5) self-assessment also complements peer assessment in that it benefits high and low-achieving students. Two problems surfaced. One is the students’ antipathy against self-assessment despite their overall positive perception about peer assessment; the other is the inadequacy of combining self with peer assessment in fostering learning outcomes regardless that the combined use of self and peer assessment helped the students with revision considerably.

The widespread adoption of large language models (LLMs) like ChatGPT in higher education has revolutionized the way university English learners compose, edit, and enhance their academic content. Previous studies report positive effects of LLM-generated feedback on grammar, coherence, and lexical range, but most of them target single tools without a pedagogical framework that specifies when, how, and why students should interact with the tools. This paper fills the void by proposing a “Large Language Model Based Academic Writing Support Framework (LAWSF)” tailored for the needs of university English learners, such as English as a Foreign Language (EFL) and English as a Second Language (ESL) students. The framework is based on a synthesis of 15 peer-reviewed studies related to generative artificial intelligence, automated writing evaluation, learner motivation, prompt engineering, and academic integrity and includes five intertwined layers: diagnostic profiling, scaffolded drafting, multi-dimensional feedback, integrity and reflection checkpoints, and instructor-mediated evaluation. In contrast to traditional automated writing assessment tools that focus primarily on error correction, LAWSF places the LLM in a pedagogical cycle that is engaged by human teachers and students, where students are encouraged to be active agents in the process while avoiding overreliance and thereby promoting the development of prompt literacy and self-regulation. A suggested implementation and evaluation protocol is outlined, including instruments for assessing gains in writing quality, student engagement and perceived ownership of the writing throughout the semester-long intervention. Implications for curriculum design, teacher professional development, institutional AI-use policy are discussed as well as limitations due to model variability, linguistic bias and inequities in access. The paper ends by calling for a structured, integrity-oriented construct to transform the potential of LLMs into ongoing academic writing learning for university English learners.

Peer-assessment is an effective way to improve the quality of student learning. The aim of this research is to find students' perceptions of using Padlet in peer assessment in writing English language learning process. This research uses a qualitative descriptive method with data collection techniques using questionnaires. The questionnaire used contained 10 questions to gather information regarding the perception of students regarding the use of Padlet. It is hoped that the results of this study will provide benefits in various aspects, namely, (1) theoretical benefits, this study is expected to provide a deeper understanding of the application of peer assessment with technology to learning, (2) practical benefits, and (3) for the learning process of both students and teachers. Based on the research results, it can be concluded that English is one of the most important skills for students to learn because it will greatly influence students' skills in acquiring new knowledge.

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English writing proficiency is critical for academic and professional success in the Philippine K-12 curriculum, yet rural students face challenges such as limited instructional resources and mother-tongue interference. This quasi-experimental study investigated the impact of peer feedback strategies—structured peer reviews and collaborative editing—on writing proficiency among 60 Grade 8 students at a rural high school in Dimataling District, Zamboanga del Sur. Over eight weeks, the experimental group (n = 30) engaged in peer feedback activities, while the control group (n = 30) received traditional teacher-led instruction. Pre- and post-tests utilized a 100-point writing rubric (α = .89) assessing content, organization, grammar, and vocabulary. The experimental group showed significant improvement (pre: M = 50.23, SD = 7.12; post: M = 68.45, SD = 8.03), t(29) = 6.78, p < .001, d = 1.62, compared and minimal control gains (pre: M = 49.78, SD = 6.89; post: M = 53.12, SD = 7.34), t(29) = 1.48, p = .149, d = 0.30. Between-group differences were significant, t(58) = 5.92, p < .001, d = 1.50. Peer feedback mitigated rural barriers like low confidence through collaborative support. Recommendations include the integration of peer feedback training and policy support by DepEd for rural writing programs. This contributes to K-12 goals for communicative competence in ESL settings.

Academic writing is challenging for English as a Second Language (ESL) undergraduate students. One of the teaching strategies that language instructors use in teaching academic writing is by using peer feedback. However, in the ESL setting, many research has indicated mixed findings on the use of peer feedback. To contribute to the discussion, this qualitative study investigated the patterns of interaction between ESL students in an online peer feedback environment. The data were collected from six ESL undergraduate students through discourse analysis of their online peer feedback written interaction and content analysis of their essays. The findings revealed that two patterns of interaction emerged which include the expert/novice and dominant/passive pattern. However, there were none to small improvements among the students in terms of their writing performance. Although one of the patterns is collaborative (i.e., expert/novice), the quality and quantity of their feedback were lacking thus resulting in lower revisions and improvements made. The study recommends further research on the quality and quantity of peer feedback to understand better the role of online peer feedback in ESL students’ academic writing.

Human interaction and support are key to students’ learning. In English as a second language (ESL) settings, peer scaffolding reinforces the traditional teacher–learner interaction. A lack of peer interaction among students, which is also a product of the COVID-19 pandemic, has resulted in young learners becoming overly reliant on teachers. This concern is a factor in hindering learners’ writing development. Inspired by the sociocultural perspective, this study employed a qualitative research design to explore the types of scaffolding behaviors among young learners. The analysis is based on the Taxonomy of Language Functions and what triggers these behaviors among primary ESL learners during classroom writing tasks. Data from 10 recordings of audiovisual materials and interviews were collected from 30 Year 6 primary school students and were analyzed using thematic analysis. The data analysis showed that scaffolding behaviors occurred continuously throughout each writing stage. The findings revealed that the preferred scaffolding behavior among learners was questioning. Eliciting questions was the most frequent type of inquiry that was applied during peer scaffolding. Results highlight the triggering factors that influenced scaffolding behaviors, which were learners’ level of competency, personalities, and accessibility to L1. This approach can be used as an alternate strategy for teaching writing because of its substantial impact on the writing ability of ESL students. The findings would provide a clear direction for ESL practitioners and learners to acknowledge the significance of learners’ behaviors and factors during peer scaffolding in assisting their development in writing attainment.

In English as a second or foreign language (ESL/EFL) instruction, feedback plays a crucial role in students’ writing development. In authentic classroom settings, students often receive simultaneous feedback from multiple sources, such as teachers, peers, and machines, each offering its own advantages and challenges. Thoughtful integration of these diverse feedback mechanisms can enhance writing skills; however, there is still limited understanding of how to implement this approach effectively. This systematic review, drawing on third-generation activity theory (AT), investigates strategies for integrating multiple feedback sources in ESL/EFL writing classrooms. By analysing 24 empirical studies, the review highlights the synergistic benefits of multi-source feedback, identifying boundary practices (e.g. sequenced delivery, shared rubrics, class discussions, explicit peer-feedback training, and multi-draft cycles) and the productive role of contradictions (e.g. teacher workload constraints, inconsistent quality of peer feedback, the fallibility of machine systems, and the need to avoid over-reliance while promoting learner independence) as critical to successful integration. Building on these findings, we propose a four-layer pedagogical model that centers on (1) three core activity systems (teacher-mediated, peer-mediated, and machine-mediated), (2) boundary practices, (3) productive contradictions, and (4) emerging partially shared objects and expansive outcomes. The model provides educators with actionable, theory-grounded strategies for effectively incorporating different feedback sources in writing classrooms. The review concludes with recommendations for future research on integrated feedback in ESL/EFL writing.

This action research investigates the effectiveness of peer feedback and teacher-provided verbal feedback in enhancing paragraph writing proficiency among secondary level English as a Second Language (ESL) learners. Writing is a critical yet challenging skill for ESL learners, and effective feedback plays a key role in developing this skill. Over two months, 20 students participated in paragraph writing activities, classroom observations, and interviews to examine the impact of structured peer and teacher feedback on their writing and perceptions. Findings revealed that combining these strategies significantly improved students’ writing, as reflected in higher posttest scores. Students also reported increased motivation, confidence, and autonomy. Peer feedback fostered collaboration and critical thinking, while teacher feedback provided clear guidance for improvement. However, challenges such as perceived judgment and lack of trust in peer feedback were noted, with possible mitigation through structured support. These insights contribute to ESL education by offering a foundation for future research and practice in improving writing instructions. Overall, integrating peer and teacher feedback enhances linguistic proficiency, learner independence, and interactive learning in ESL writing classrooms.