Key points are not available for this paper at this time.
This study proposed an AI-based Procedural Scaffolding Peer Assessment (AI-PSPA) approach to enhance English as a Foreign Language (EFL) learners’ writing performance and higher-order thinking skills in a flipped learning environment. A quasi-experimental design was conducted over 16 weeks with 74 university students from three intact English writing classes in northern Taiwan. The participants were divided into two experimental groups and one control group. Group A adopted the AI-PSPA system, Group B used an online peer assessment platform, and the control group followed traditional peer assessment. Pre- and posttests of writing performance, as well as questionnaires on problem-solving and creative thinking tendencies, were administered. Quantitative data were analyzed using paired-sample t tests and ANCOVA. Results showed that the AI-PSPA group outperformed the others in writing accuracy, problem-solving, and creative thinking. The findings suggest that integrating AI-based procedural scaffolding with peer assessment in flipped classrooms can effectively support EFL learners’ personalized writing development and critical thinking growth.
Lin et al. (2025) studied this question.