Effects of integrating generative AI, teacher, and peer feedback on Middle school students’ attitudes, writing proficiency, and peer-assessment scoring ability: a quasi-experimental study

In this study, we examined the effects of integrating generative AI (GenAI) with teacher feedback and peer assessment on middle school students’ attitudes, writing proficiency, and peer-assessment scoring ability. Sixty-six students were assigned to either an AI-TP group (GenAI-supplemented feedback plus teacher feedback and peer assessment) or a TP group (teacher feedback plus peer assessment) for six weeks. This comparison allows us to explore the synergistic effects of combining GenAI feedback with teacher feedback and peer assessment. Outcomes included students’ writing performance, the accuracy of scores students provided to peers, and attitudes towards the feedback approaches. Both groups improved, with greater gains in writing proficiency and scoring accuracy in the AI-TP group. Surveys and interviews indicated generally positive attitudes towards AI-supplemented feedback. Findings suggest synergistic benefits of integrating GenAI with conventional feedback practices in authentic classroom settings and offer guidance for incorporating GenAI into writing instruction.