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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education WACANA DIDAKTIKA JEES: Journal of English Educational Study SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Indonesian Journal of Educational Development (IJED) SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal
Arfiyan Ridwan
STKIP PGRI Bangkalan
Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Exploring AI prompting and peer feedback in EFL paragraph writing Moh Hafidz; Mohammad Arief Wahyudi; Mohammad Kurdi Wijaya; Chairuddin; Arfiyan Ridwan
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6144

Abstract

This study investigated the integration of Artificial Intelligence (AI) prompting with peer feedback in the development of paragraph-writing skills in an English as a Foreign Language (EFL) context. Carried out over a semester at a private university in Indonesia, the research involved 37 undergraduate learners. In most cases, learners responded to feedback without AI help and used AI without intervention. Interestingly, nine participants completed all the necessary tasks involving integrating AI with peer feedback in an EFL writing paragraph. Learners used AI to compare their own feedback and subsequently engaged in peer discussion before finalising the draft. Using a descriptive qualitative approach with thematic analysis, data were gathered through observations and questionnaires. The findings indicate that learners developed self-confidence in expressing their ideas through writing and became more self-reliant after completing paragraphs. The process also fostered natural collaboration, although communication among learners remained limited. Learners were able to construct meaningful sentences using simple vocabulary. Additionally, the integration of AI-generated results, enhanced by personalised feedback, supported learning, fostered harmony among learners, and developed reflective skills.
Co-Authors Chairuddin Chairuddin Dyah Wulandari Hafidz, Moh Hendra Sudarso Maulana Yusuf Aditya mohammad arief wahyudi Mohammad Kurdi Wijaya R Dwi Arifa Camelia Siti Fatimah Zuhroh Siti Maria Ulfa