Abstract

This study aims to investigate the synergistic effects of AI-assisted peer feedback and e-portfolios on English as a Foreign Language (EFL) learners’ reflective thinking and feedback literacy in process-oriented writing. Feedback is a crucial instructional intervention for improving L2 writing skills, yet traditional teacher feedback faces significant challenges, particularly in large classes where providing timely and personalized responses is impractical and contributes to teacher workload and fatigue. Peer assessment has emerged as an important pedagogical strategy to address these issues, fostering critical thinking, collaboration, and improving writing performance. This study seeks to provide valuable empirical and experiential insights, offering practical implications for educators to optimize technology-enhanced writing pedagogy in EFL settings, foster student autonomy, and promote sustainable feedback practices.