PanSIG 2026 - Building Language Competencies through Community

Iterative AI Feedback in PEEL Writing: EFL Learners’ Reflections

May 24, 2026, 9:30 AM

25m

0号building/8-801 (Chukyo University)

B. Practice-oriented Presentation (25 minutes) CALL: Computer Assisted Language Learning 801

Speaker

Mr Joselito Bisenio (Ritsumeikan Uji Junior and Senior High School)

Description

Writing remains a challenge for EFL high school students, but generative AI helps improve drafting, revising, and feedback in PEEL paragraph writing tasks. First year students revised drafts after AI generated feedback and improvements in grammar, vocabulary, and structure were noted. Thematic analysis of the reflections shows AI’s value as a writing aid and stresses the importance of teacher guidance in writing prompts and evaluating feedback. This session shares procedure, samples, and integration strategies.

Short summary

Writing remains a challenge for EFL high school students, but generative AI helps improve drafting, revising, and feedback in PEEL paragraph writing tasks. First year students revised drafts after AI generated feedback and improvements in grammar, vocabulary, and structure were noted. Thematic analysis of the reflections shows AI’s value as a writing aid and stresses the importance of teacher guidance in writing prompts and evaluating feedback. This session shares procedure, samples, and integration strategies.

References

Alharbi, H. (2024). The impact of artificial intelligence tools on academic writing instruction in higher education: A systematic review. SSRN. https://ssrn.com/abstract=4814342

Floris, F. D., & Renandya, W. A. (2025). Artificial intelligence tools for research writing: Practical tips for teachers. TESL-EJ, 29(1). https://doi.org/10.55593/ej.29113int2

Keywords

generative AI, PEEL structure, EFL writing, teacher guidence

Abstract

Writing remains one of the foundational skills for students to develop, yet producing effective paragraphs remains a challenge for EFL students even at a high school level. The advent of AI is revolutionizing the writing process by enhancing outputs from drafting, revising, and giving feedback, though the risk of overreliance and diminishing literary skills is still a major concern (Floris & Renandya, 2025). Studies show that intentional integration of AI in the classroom, when implemented with teacher’s guidance, can improve writing efficiency, creative and critical thinking, as well as academic integrity (Alharbi, 2024). This presentation reports on first year high school students’ insights of using generative AI to support paragraph writing following the Point, Evidence, Explain, Link (PEEL) format in an EFL classroom. The students first wrote their own paragraphs based on a given topic. They then input the drafts into generative AI using prompts to detect errors and get suggestions for improvement on grammar, vocabulary, and structure. After revising accordingly, the students wrote reflections on AI use in their writing. Thematic analysis showed that many students highlighted vocabulary, grammar, and sentence structure as the areas where AI has made improvements and realized that AI is a helpful tool in writing. The reflections, however, underscored the need for proper teacher guidance in using effective prompts and evaluating AI-generated feedback. This session will share classroom procedures, sample AI prompts, sample student reflections, and other practical considerations in integrating AI in EFL classes.