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<p>Feedback plays a fundamentall role in the development of writing proficiency in English as a foreign language (EFL). With the growing use of artificial intelligence (AI) tools, new possibilities for providing writing feedback have emerged alongside traditional peer feedback. However, limited research has examined how EFL students perceive AI-generated feedback in comparison with peer feedback, particularly in non-Western contexts. This study investigates Indonesian undergraduate EFL students’ perceptions of AI feedback and peer feedback in academic writing. Employing a qualitative research design with supporting descriptive quantitative data, the study involved 81 undergraduate students who completed a questionnaire, with five participants participating in semi-structured interviews. The data were analyzed using thematic analysis. The findings reveal that students view feedback as essential for improving their writing. AI feedback is valued for its immediacy and effectiveness in addressing language-related issues, while peer feedback is appreciated for its interpersonal interaction and support for idea development. Overall, students tend to use both feedback sources strategically, suggesting that integrating AI and peer feedback can support more balanced EFL writing development.</p>

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AI feedback vs. peer feedback in EFL writing: exploring Indonesian students’ perceptions

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月30日

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  • Utami Dewi,
  • Sholihatul Hamidah Daulay,
  • Siti Ismahani

摘要

Feedback plays a fundamentall role in the development of writing proficiency in English as a foreign language (EFL). With the growing use of artificial intelligence (AI) tools, new possibilities for providing writing feedback have emerged alongside traditional peer feedback. However, limited research has examined how EFL students perceive AI-generated feedback in comparison with peer feedback, particularly in non-Western contexts. This study investigates Indonesian undergraduate EFL students’ perceptions of AI feedback and peer feedback in academic writing. Employing a qualitative research design with supporting descriptive quantitative data, the study involved 81 undergraduate students who completed a questionnaire, with five participants participating in semi-structured interviews. The data were analyzed using thematic analysis. The findings reveal that students view feedback as essential for improving their writing. AI feedback is valued for its immediacy and effectiveness in addressing language-related issues, while peer feedback is appreciated for its interpersonal interaction and support for idea development. Overall, students tend to use both feedback sources strategically, suggesting that integrating AI and peer feedback can support more balanced EFL writing development.