PRE-SERVICE TEACHERS’ PERCEPTIONS ON PEER ASSESSMENT PROCESS IN LEARNING ACADEMIC WRITING: ARTIFICIAL INTELLIGENCE (AI)

Peer assessment of resuscitation skills

The beneficial impacts of peer assessment to improve students’ writing have been frequently reported. While students’ engagement in the peer assessment process has been highlighted as a critical factor to enhance learning, few studies reported how to engage students. Although students’ interaction has been advocated to let students participate in learning, it was found that previous studies of peer assessment only provided very limited opportunities for students to directly interact with each other. In this case study, 153 pre-service teachers were engaged in a group-based online reciprocal peer assessment learning activity to improve their academic writing skills. A core component of dialogic interaction was purposively implemented to foster engagement in the peer assessment process. Results suggest that while the students considered the process quite complicated and they needed more peer assessment training, they were seriously engaged in the process. The quality of students’ writing was also found to have improved. The students appreciated the dialogic interactive feature of peer assessment to enhance their learning and they were satisfied with the instructional methods. This study highlights the importance of using dialogic interaction to improve students’ engagement.

This narrative study explores the cognitive conflicts that pre-service teachers experience during peer-assessment activities in an artificial intelligence (AI) facilitated academic writing course. This study applies a narrative inquiry research design to Indonesian English as a Foreign Language (EFL) writing classes. Three pre-service teachers pursuing an undergraduate degree in English language education at an Indonesian public university were recruited. The data were obtained from participants' stories, follow-up semi-structured interviews, and photos as an artifact to complete the data. The data was then analysed thematically. The participants’ cognitive conflict experiences were gathered during process writing and peer assessment. The findings show that the cognitive conflicts experienced by the participants were mostly from old myths and false beliefs. It brings advantages to pre-service teachers. The cognitive conflicts support the critical thinking of pre-service teachers. They discussed the material in detail, explored the different ideas, and helped them to confirm the incorrect knowledge and misunderstanding among them. This finding also implies the need for pre-service teachers, in-service teachers, and teacher educators to critically consider the cognitive conflicts in an L2 writing classroom, particularly in madrasah tsanawiyah (junior high schools), madrasah aliyah (senior high schools) and higher education institutions contexts.

This paper reports a case study that investigated the practice of peer assessment in a professional course, with particular emphasis on students’ experience. It was found that peer assessment processes were beneficial to students’ learning and development as professionals. The case study pointed to several conditions for effective implementation of peer assessment, which also relate to assessment in general. These conditions include: (a) adequate and appropriate preparation for the use of peer assessment; (b) alignment of assessment, learning objectives and the broader purpose of the course (e.g. preparation as professionals); (c) the availability of assistance from a teacher throughout the peer assessment process; and (d) constructive discussions following peer assessment, sensitively handled by a teacher.

This study investigates the effectiveness of Artificial Intelligence (AI) and Deep Learning (DL) tools in enhancing academic journal writing skills among students in the Arabic Language Education program at UIN Maulana Malik Ibrahim Malang. Utilizing a mixed-methods approach within a quasi-experimental design, the research involved 90 final-year students divided into experimental and control groups. The intervention group employed AI-based tools such as ChatGPT, Grammarly, and Quilbolt throughout the writing process, while the control group relied on conventional methods. Data were collected through pre-test and post-test assessments, reflective journals, and structured questionnaires. Quantitative results showed a statistically significant improvement in writing performance among students who used AI tools, with large effect sizes (Cohen’s d > 1.0). Qualitative findings revealed that students engaged critically with AI outputs, valued teacher feedback, and developed ethical awareness regarding authorship and originality. The integration of AI tools also increased student confidence, enhanced writing fluency, and promoted autonomous learning. However, limitations in semantic precision and rhetorical fit especially in theology-specific content necessitated human revision. These findings affirm the role of AI as a cognitive scaffold in academic writing and highlight the need for culturally responsive, ethically guided AI integration in language teacher education.Keywords: Artificial Intelligence, Academic Writing, Deep Learning, Arabic Education, Cognitive Scaffold

Assessing problem-solving remains a challenge for both teachers and researchers. With the aim of contributing to the understanding of this complex process, this paper presents an exploratory study of peer assessment in mathematical problem-solving activities. The research was conducted with a group of future Secondary mathematics teachers who first were asked to individually solve an open-ended problem and then, to assess a classmate’s answer in pairs. We present a study of two cases involving two pairs of students, each of whom assessed the solution of a third classmate. The analysis was carried out in two interrelated phases: (a) individual solutions to the mathematical problem and (b) the peer assessment process. The results show that, in both cases, the assessors were strongly attached to their own solutions, which directly influenced the assessment process, focused on aspects that involve the general problem-solving process and the results. The main difference between the evaluation processes followed by the two pairs lies in the concept of assessment. While the first pair focuses on assessing the resolution process and errors, the other focuses its discussion on giving a numerical grade.

Peer assessment and AIoT board games have emerged as effective game-based learning approaches for enhancing artificial intelligence (AI) education and computational thinking (CT). This study employs a four-group quasi-experimental design to examine their impact on undergraduate learning using a personal audio classifier (PAC). The AIoT board game integrates CT and AI concepts through collaborative, hands-on learning, incorporating peer assessment, problem-solving scenarios, and paired programming. Results indicate that anonymous online peer assessment fosters critical thinking and reduces learning anxiety. The AIoT board game enhances collaboration, creativity, and the practical application of AI concepts. Peer assessment further supports iterative improvement of PAC applications for gameplay. The integration of peer assessment within problem-solving tasks significantly improves learning outcomes, lowering barriers to AI education and preparing students for a technology-driven future. This study highlights the potential of combining AI instructional tools with peer assessment to deepen students’ understanding of AI and CT.

The rapid spread of artificial intelligence and modern trends towards using its applications in assessment processes that have become directed towards authentic assessment have prompted researchers to pay attention to investigating the consistency of the results of the authentic assessment of experts as a criterion with the results of several other assessments (artificial intelligence, self, and peer assessment) and determining the assessment method that is most consistent with expert assessments. This research also aimed to study the differences between the results of the authentic assessment of students' graduation projects using different assessment methods. To examine this, the researchers used a rubric that was prepared in a way that suits the graduation project standards set by a group of specialists, and based on the descriptive quantitative approach with a cross-sectional design, where a group of graduation projects of students from the Faculty of Education at An-Najah National University in Palestine were evaluated as a random cluster sample by experts as a criterion and assessment using Chat-GPT, peer assessment, and self-assessment. The results showed that there was a strong consistency between the expert assessment and Chat-GPT assessment, with a Pearson correlation coefficient of R=0.897. Compared to the peer assessment, the results show no meaningful alignment with the expert assessment, where the correlation coefficient is R=0.380. Unlike the peer assessment, the results show weak alignment to the expert evaluation with R = 0.380. The selfassessment, in contrast, shows a moderate alignment with the expert assessment, with a Pearson correlation of R = 0.484. From the above, it can be inferred that, among the other methods, the AI-based assessment had the highest alignment with expert judgment.

Peer Assessment is one of the alternative methods to enhance the students’ motivation and ability in writing. Providing feedback is the goal of peer assessment. It is not an easy task as it is required an ability to deliver the feedback critically and competence to master the knowledge of writing. Therefore, the present study is going to explore the impact of giving feedback in the peer assessment process on students’ recount text and to acknowledge the students’ challenges while giving and receiving feedback in that process. Qualitative study assisted the researcher to get the data. The university students in the second semester became the subjects of the study. Documents and interviews were techniques to collect the data. The results revealed that the students’ first draft and the last draft of recount text got improvements mainly on the aspect of grammar. Meanwhile, most students’ challenges while giving and receiving feedback in the process of peer assessment were the aspect of psychology and the knowledge of grammar. In conclusion, the process of peer assessment which involves giving and receiving feedback provides a positive impact on the students’ recount text and the challenges which are faced by the students can be used as inputs for the lecturer in teaching.

This study investigates how artificial intelligence (AI) impacts academic writing, examining how it might improve language proficiency while addressing moral dilemmas. It explores AI's benefits and possible downsides via bibliometric analysis, emphasizing its impact on various academic fields and the necessity of a methodical, moral integration into language training. This review analyzes research on AI in academic writing using bibliometric methods. Publications from Scopus (2014-2024) were examined with the keywords “AI in academic writing." Data were processed through CSV, Excel, RIS, VOS viewer, and Map chart. The study identifies trends, top authors, institutions, and key research clusters in this domain. Artificial intelligence technologies, including ChatGPT and Grammarly, are acknowledged for their contributions to the improvement of writing fluency, grammatical precision, and reader engagement; however, apprehensions surrounding academic integrity and the ethical utilization of artificial intelligence continue to exist, underscoring the necessity for a judicious and ethical integration within academic contexts. This study explores the increasing significance of artificial intelligence (AI) in scholarly writing. AI applications such as ChatGPT and Jenni AI enhance writing proficiency but provoke ethical dilemmas, including issues of plagiarism and dependency. It is essential to reconcile the advantages of AI with ethical considerations.

The purpose of the study was to develop a PQ4R learning strategy for learning to write short stories for junior high school students in Jakarta. The method used R and D through the ADDIE model. Data were taken using observation, learning to write results and questionnaires. Data analysis was carried out through expert and peer assessment. The results of the study concluded that in the sixth step, discussion activities were added to discuss the results of short story writing and the peer assessment process. This strategy also had a positive impact on writing enthusiasm, increasing reading comprehension through reading activities in the third step. Students were also able to collaborate in developing short story writing. So, this research had implications for understanding the development of learning strategies that must be designed according to the character and needs of students and the learning objectives to be achieved. This model can be used in short story writing in class.

Peer assessment involves students evaluating their classmates' work.This study addresses three main questions: (a) how is peer assessment instruments do teachers employ when teaching students to construct expository texts?(b) how is peer assessment implemented in teaching students to construct expository texts?(c) how does peer assessment impact students' learning outcomes in constructing expository texts?.The research employed a descriptive qualitative approach, drawing data from documents, observations of peer assessment implementation, and its impact.Data collection methods included document analysis, observation, and interviews.The study utilized content analysis techniques with an explanatory approach, aiming to find relationships between message content and other relevant variables.The research findings show that (a) teachers use peer assessment instruments aligned with the intended competencies, (b) peer assessment in expository text construction serves to monitor students' progress, measure achievements, and enhance the learning process quality (c) the impact of peer assessment is to improve the quality of Indonesian language learning, enhance teacher understanding of peer assessmentmakes, provide empirical experience to students in conducting peer assessment, increases students concentration during lesson, and measure attitudinal competence, making it easier for teachers to choose effective learning strategies.In conclusion, peer assessment in teaching expository text construction yielded positive results, as evidenced by students achieving scores in the "very good" category

PurposeThe purpose of this paper is to reveal the contribution of the digital storytelling to the peer assessments experiences of pre-service teachers within the teaching practices.Design/methodology/approachThe study is carried out as a special case study. Both qualitative and quantitative data gathering tools were used together to investigate a special case in depth (Yıldırım and Şimşek, 2011; Çepni, 2007). In this study, the case investigated was the process whereby the senior year pre-service teachers enrolled in the faculty of education provided assessments of themselves and their peers through the teaching practice course, using digital storytelling. The contributions of the assessment method employed, in the experiences and personal development of the pre-service teachers, were investigated through interviews with pre-service teachers involved.FindingsThe results suggested that pre-service teachers’ perspectives were quite positive toward the use of digital storytelling for peer assessment in their teaching practices. The prominent contributions were: they caused easily tolerate personally as they did not take a direct form, and that they considered peer assessment through digital storytelling as an alternative means of assessment to effectively reflect the process. Receiving more detailed feedback about their classroom experiences and their teaching skills was helpful for pre-service IT teachers. Suggestions due to the findings were also included.Originality/valueIn the study, peer assessment digital stories in the teaching practice courses offers the benefits of confidence with, different perspectives, satisfaction, and objectivity. These benefits can help pre-service teachers to focus on shortcomings regarding their teaching experiences, and take care for the correction. Further studies can be provided about the digital storytelling processes in various assessment processes of the instructions to reveal the potential of digital narratives in other domains as well.

This article aims to examine the opportunities and challenges of artificial intelligence (AI) in academic writing and research skills. It suggests recommendations that universities can use to develop to enhance the proper use of AI. As many institutions continue to embrace and use AI tools worldwide, questions surrounding its utilisation in the education sector continue to emerge. Following the continued adoption of AI in academia, several studies have been conducted to examine its impact. Some studies reveal that AI can be instrumental in scientific and academic research while inspiring new research topics and areas. However, universities in Kenya face challenges in tapping into AI opportunities and addressing the challenges associated with AI adoption, such as plagiarism and misinformation. Therefore, the main objective of this article was to analyse the gaps in AI in academic writing and research skills in Kenyan universities. It has two aims: firstly, it analyses the opportunities associated with AI tools in academic writing and research skills, and secondly, it examines the challenges Kenyan universities face in using AI tools. A semisystematic literature review from EBSCO and Google Scholar databases for peer-reviewed articles, policies, internet websites, government documents, parliamentary bills, online digital news, and institutional documents published since 2017 was conducted. Four key steps were used in literature identification: search, inclusion and exclusion criteria, development of themes, and analysis. Our findings suggest that adopting AI in academic writing and research skills is integral for quality research and academic integrity in universities. We recommend the formulation of AI policy frameworks that will regulate and support academic research integrity in universities. The findings will add to the available literature pool of knowledge on how Kenyan and other African universities are preparing to integrate AI into academia and will identify areas that need more attention from scholars to enhance the teaching and learning experience.

The domain of academic writing poses a series of persistent challenges for students transitioning into higher education, particularly stemming from deficiencies in fundamental writing competencies. This paper, therefore, examined these obstacles and advocated for the implementation of personalised digital feedback through artificial intelligence (AI) tools to enhance students’ writing abilities. The researchers collected data from 147 participants using purposive sampling among the ECP (Extended Curriculum Programme) students, a group specifically selected for their need for writing support. Data was collected using questionnaires, narrative inquiries, and an analysis of written essays. The Field-Mode-Tenor framework from Register theory was used to categorise language usage mistakes and errors systematically. The integration of AI tools, particularly Meta AI and Grammarly, was found to improve students’ writing skills by providing timely and individualised feedback. The findings of this study highlight key academic writing challenges, such as redundancy, orthographic errors, and the misuse of contractions. The findings of this study demonstrate that both Meta AI and Grammarly provided substantial feedback on assessments. They offered practical solutions and enhanced confidence in the effectiveness of these AI tools. Furthermore, the findings suggest that AI tools possess the capacity to bridge gaps in academic proficiency, thereby contributing to a more equitable education system. This study contributes to the literature on integrating AI tools in language teaching and providing constructive feedback that significantly improves students’ writing skills. Consequently, this promotes digital literacy and critical thinking, encouraging students to be engaged users of technology rather than passive consumers. Keywords: Error Tagging, AI, Discursive Writing, Peer Feedback, Prowess.