AI-Assisted Peer Feedback: Building Reflective Writing Practice in the ESL Classroom

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. 

View the presentation in full here:  

Gharbi, S. (2025, September 24). AI-Assisted Peer Feedback: Building Reflective Writing Practice in the ESL Classroom. AIEOU Inaugural Convening 2025, University of Oxford. Zenodo. https://doi.org/10.5281/zenodo.17195883 

The content expressed here is that of the author(s) and does not necessarily reflect the position of the website owner. All content provided is shared in the spirit of knowledge exchange with our AIEOU community of practice. The author(s) retains full ownership of the content, and the website owner is not responsible for any errors or omissions, nor for the ongoing availability of this information. If you wish to share or use any content you have read here, please ensure to cite the author appropriately. Thank you for respecting the author's intellectual property.