The Effect of AI-Assisted Blended Self- and Peer-Assessment on Iranian EFL Learners’ Writing and Motivation: The Role of Extroversion and Introversion

Articles in Press

Document Type : Research Paper

Authors

Allameh Mohaddes Nouri University

10.22034/elt.2026.71591.2851

Abstract

Abstract

The present study investigated how the writing performance and motivation of intermediate learners of English as a Foreign Language (EFL) in Iran were affected by using Artificial Intelligence (AI)-assisted blended self- and peer-assessment in relation to the mediatory role of introversion and extroversion personality trait. Aligning itself with a mixed-methods quasi-experimental design, the study involved two experimental and two control groups, a total of eighty EFL learners from a private language institute in Babol (Iran) who were selected based on the results of Oxford Quick Placement Test (OQPT). The experimental groups had an AI-generated feedback system integrated into their assessment cycle (12 sessions), which combined self-assessment and peer-assessment in response to written work using a process-based approach to writing instruction while the control groups underwent traditional instruction. Quantitatively, the experimental group demonstrated significantly improved writing performance and motivation compared to their counterparts in the control group, with no significant interaction effects between treatment and personality type. The qualitative analyses revealed perceived benefits including improved revision quality, greater autonomy, and increased engagement as well as challenges including concerns about feedback reliability and the quality of peer evaluation.

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Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 28 April 2026

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