Home⇛Student Journal of Technology and Educational Research⇛vol. 2 no. 2 (2025)

Effectiveness of Artificial Intelligence-Supported Academic Writing Tools with Peer Feedback in Enhancing ESL Students’ Written Discourse: Basis in Designing Student-Oriented Training Program

Kyla Pearl G. Fontanilla | Jhezannie Mae A. Aquino | Christian D. Manzano | Alexis A. Galay | Jennelyn L. Raymundo

Discipline: Education

 

Abstract:

Academic writing remains a critical yet challenging skill for English as a Second Language (ESL) learners, particularly in producing well-organized and content-rich discourse. This study investigated the effectiveness of Artificial Intelligence-supported academic writing tools combined with peer feedback in enhancing the written discourse of third-year English major students at Isabela State University-Echague Campus during Academic Year 2025-2026. Employing a mixed-methods design, the study compared students’ expository essays before and after the intervention using a validated rubric focusing on language, organization, and content, complemented by discourse analysis of writing development. Quantitative results revealed significant improvements across all writing domains after the integration of AI tools and peer feedback, regardless of sex. Qualitative findings further indicated enhanced coherence, linguistic accuracy, and content development. The study highlights the pedagogical value of integrating AI-assisted tools with structured peer feedback and serves as a basis for designing a student-oriented training program to support ethical, collaborative, and effective ESL academic instruction.



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