TY - GEN
T1 - AI-Generated vs. Peer Feedback in EFL Writing
T2 - 8th International Conference on Computer Science and Technologies in Education, CSTE 2026
AU - Fang, Ying
AU - Tan, Ya
AU - Zuo, Chan
AU - Boubaker, Anis
N1 - Publisher Copyright:
© 2026 IEEE.
PY - 2026
Y1 - 2026
N2 - Feedback is essential in writing instruction because it helps learners identify strengths, weaknesses, and areas for improvement. This study examined the effects of peer feedback and AI-generated feedback (iWrite and ChatGPT) on Chinese EFL college students' writing skills, writing self-efficacy, and enjoyment. Participants were 242 non-English-major undergraduates enrolled in a 16 -week university writing course in China and assigned to one of three conditions: peer feedback, iWrite, or ChatGPT. Students completed multiple writing tasks, received feedback, and revised their drafts across the semester. Pretest-posttest assessments showed no significant between-group differences on writing performance, self-efficacy, or enjoyment after controlling for pretest scores. English proficiency also did not significantly moderate these effects. These findings suggest that, in a rubric-aligned course context, AI-generated feedback can yield outcomes similar to peer feedback and may serve as a complementary support for EFL writing instruction.
AB - Feedback is essential in writing instruction because it helps learners identify strengths, weaknesses, and areas for improvement. This study examined the effects of peer feedback and AI-generated feedback (iWrite and ChatGPT) on Chinese EFL college students' writing skills, writing self-efficacy, and enjoyment. Participants were 242 non-English-major undergraduates enrolled in a 16 -week university writing course in China and assigned to one of three conditions: peer feedback, iWrite, or ChatGPT. Students completed multiple writing tasks, received feedback, and revised their drafts across the semester. Pretest-posttest assessments showed no significant between-group differences on writing performance, self-efficacy, or enjoyment after controlling for pretest scores. English proficiency also did not significantly moderate these effects. These findings suggest that, in a rubric-aligned course context, AI-generated feedback can yield outcomes similar to peer feedback and may serve as a complementary support for EFL writing instruction.
KW - AI-generated feedback
KW - AWE
KW - ChatGPT
KW - EFL writing
KW - peer feedback
UR - https://www.scopus.com/pages/publications/105048981605
U2 - 10.1109/CSTE69562.2026.11649771
DO - 10.1109/CSTE69562.2026.11649771
M3 - Contribution to conference proceedings
AN - SCOPUS:105048981605
T3 - 2026 8th International Conference on Computer Science and Technologies in Education, CSTE 2026
SP - 664
EP - 669
BT - 2026 8th International Conference on Computer Science and Technologies in Education, CSTE 2026
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 17 April 2026 through 19 April 2026
ER -