From ‘good job!’ to growth: Using AI to Improve Peer Feedback in ELT

This article aims to help EFL teachers design higher-quality peer feedback for writing improvement among higher-level adult or university learners, and to show, clearly and practically, how AI can scaffold that peer feedback so it moves beyond vague praise (‘Good job!’) towards specific, actionable feedforward that leads to stronger revisions.
Why peer feedback stalls at ‘Good job!’
Peer feedback is widely used in tertiary and adult ELT writing classes because it can multiply feedback opportunities, increase audience awareness and develop writers’ independence. Yet many teachers recognise the familiar pattern.

• Feedback is too general (‘Nice introduction!’).
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