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

Document Type : Research Paper

Authors

Allameh Mohaddes Nouri University

10.22034/elt.2026.71591.2851

Abstract

This mixed‑methods study examined the effects of AI‑assisted blended self- and peer‑assessment on the writing performance and motivation of 80 intermediate Iranian EFL learners, while also exploring the mediating role of introversion/extroversion. Participants from a language institute in Babol were divided into two experimental and two control groups. Over 12 sessions, the experimental groups received AI‑supported feedback within a process‑based writing approach, whereas the control groups followed conventional instruction. Quantitative results showed that the experimental groups significantly outperformed the control groups in both writing and motivation. However, no significant interaction was found between treatment and personality type, indicating that both introverts and extroverts benefited equally. Qualitative data revealed benefits such as better revision quality, increased autonomy, and higher engagement, alongside challenges like concerns about feedback reliability and peer evaluation quality. Overall, the findings support the integration of AI‑assisted blended self‑ and peer‑assessment as an effective formative assessment tool for enhancing writing skills and motivation across different personality styles in EFL contexts.

Keywords

Main Subjects

References

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