Exploring AI-supported peer feedback in EFL writing: How do learners engage beyond the classroom?
TL;DR
Quantitative findings highlighted that AI tools were perceived as supportive in reducing peer pressure and promoting deeper revision strategies, but concerns about irrelevant or overly generic feedback pointed to the need for developing students’ critical awareness of AI support.
Abstract
This study explores how English as a Foreign-Language (EFL) learners engage with AI-supported peer feedback in informal digital learning contexts. Adopting the Technology Acceptance Model (TAM) and a three-dimensional model of engagement (affective, behavioral, and cognitive), the study investigates how perceived usefulness (PU) and perceived ease of use (PEOU) influence learners’ participation in AI-mediated peer review tasks. Using an explanatory sequential mixed-methods design, survey data were collected from 236 Chinese university students, followed by interviews with 18 participants. Quantitative results showed that both PU and PEOU significantly predicted engagement, with PU exerting the strongest influence, especially on cognitive engagement. Mediation analysis revealed that PEOU shaped engagement indirectly via PU. Qualitative findings highlighted that AI tools were perceived as supportive in reducing peer pressure and promoting deeper revision strategies. However, concerns about irrelevant or overly generic feedback pointed to the need for developing students’ critical awareness of AI support. The study offers practical implications for integrating AI tools into EFL writing instruction and for training students in feedback literacy and responsible use of digital technologies.