Dubbing artificial intelligence in scaffolding

A systematic review of peer scaffolding, guided reflection, and AI-mediated feedback in an integrated feedback model

Authors

  • Asyraf Shuib Universiti Utara Malaysia
  • Saifolruddin Khalid Mahzan Universiti Utara Malaysia
  • Aizan Yaacob Universiti Utara Malaysia

DOI:

https://doi.org/10.32674/2vs8yp30

Keywords:

AI-mediated feedback, peer scaffolding, self-reflection, sociocultural theory, zone of proximal development, ESL/EFL

Abstract

This systematic review examines how artificial intelligence (AI) aligns with Vygotsky’s sociocultural framework to enhance ESL/EFL pedagogy through integrated feedback models combining AI-mediated input, peer scaffolding, and Gibbs’ guided self-reflection. Thematic synthesis of empirical literature (2015–2026) across Asia-Pacific contexts reveals that AI effectively scaffolds learners within their Zone of Proximal Development, improving peer feedback quality, self-regulation, and writing proficiency. However, challenges persist, including AI overreliance, variable feedback quality across proficiency levels, and tensions between automated efficiency and human-mediated dialog. The findings indicate that theoretical alignment with sociocultural principles is robust, yet pedagogical efficacy requires a deliberate instructional design that preserves relational engagement and positions AI as a complementary mediator. Successful implementation demands targeted educator training in AI literacy and ethically grounded integration strategies. Future research should prioritize longitudinal designs and cross-contextual investigations to develop scalable, equitable frameworks for autonomous language learning.

Author Biographies

  • Asyraf Shuib, Universiti Utara Malaysia

    Asyraf is a seasoned language instructor who has served in various institutions, language centers, government led and private corporations. He earned his B.Edu TESL and M.Sc in Curriculum and Instruction from Universiti Putra Malaysia. He is now a PhD candidate at University Utara Malaysia (UUM) with a niche interest in Ai-Enhanced Pedagogy, Scaffolding Strategies, Instructional Technology and Multiliteracies in Language Learning. 

  • Saifolruddin Khalid Mahzan, Universiti Utara Malaysia

    Dr. Saifolruddin is a Senior Lecturer at Universiti Utara Malaysia. Dr Saifol specializes in education, focusing on curriculum development, moral education, and teacher professionalism. His academic journey began in 2002 at MARA Technical Institute, followed by roles at Universiti Teknologi MARA and Universiti Sultan Azlan Shah before joining UUM. Dr. Saifol has taught undergraduate students to doctoral students, delivering courses such as Ethics and Teaching Professionalism, Curriculum and Pedagogy, and Research Methodology in Education. His research bridges educational theory and practice, enhancing national curriculum policies. He is actively engaged in consultation, pedagogical innovation and educator capacity building, contributing significantly to academic excellence.

  • Aizan Yaacob, Universiti Utara Malaysia

    Dr. Aizan is an Associate Professor at Universiti Utara Malaysia (UUM). She earned a PhD in English Language Teaching (ELT) and Applied Linguistics from the University of Warwick, United Kingdom, following a Master of Arts in Language Studies from the University of Lancaster, United Kingdom, and a Bachelor of Education with a double major in TESL and English Literature from the University of Winnipeg, Canada. Specializing in ELT, Applied Linguistics, Bilingualism, Teaching English to Young Learners, and qualitative research, Dr. Aizan has secured various prestigious national and international grants. Her current research includes Online Learning Effectiveness in rural primary schools and Socialpreneurship for Urban Youths.

References

Anjum, S. W., Wang, J., Fu, W., & Ye, Z. (2025). The silent language of connection: Nonverbal rituals in intercultural friendships at a Chinese university. Journal of International Students, 15(10), 27–40. https://doi.org/10.32674/82x7j075 DOI: https://doi.org/10.32674/82x7j075

Bannister, P., Alcalde Peñalver, E., & Santamaría Urbieta, A. (2024). International students and generative artificial intelligence: A cross-cultural exploratory analysis of higher education academic integrity policy. Journal of International Students, 14(3), 149–170. https://doi.org/10.32674/jis.v14i3.6277 DOI: https://doi.org/10.32674/jis.v14i3.6277

Bauer, E., Greisel, M., Kuznetsov, I., Berndt, M., Kollar, I., Dresel, M., Fischer, M. R., & Fischer, F. (2023). Using natural language processing to support peer feedback in the age of artificial intelligence: A cross-disciplinary framework and a research agenda. British Journal of Educational Technology. Advance online publication. https://doi.org/10.1111/bjet.13336 DOI: https://doi.org/10.1111/bjet.13336

Cao, S., Zhou, S., Luo, Y., Wang, T., Zhou, T., & Xu, Y. (2022). A review of the ESL/EFL learners' gains from online peer feedback on English writing. Frontiers in Psychology, 13, Article 1035803. https://doi.org/10.3389/fpsyg.2022.1035803 DOI: https://doi.org/10.3389/fpsyg.2022.1035803

Casinto, C. D. (2023). Scaffolded peer feedback and second language writing proficiency: Implications for inclusive ESL teaching practice. TESL-EJ, 26(4), 1–17. https://doi.org/10.55593/ej.26104a8 DOI: https://doi.org/10.55593/ej.26104a8

Casinto, C. D. (2024). Supporting low-proficiency L2 learners through scaffolded peer feedback on L2 writing tasks. In Advances in educational technologies and instructional design (pp. 244–258). IGI Global. https://doi.org/10.4018/979-8-3693-2623-7.ch014 DOI: https://doi.org/10.4018/979-8-3693-2623-7.ch014

Chan, S. T., Lo, N., & Wong, A. (2024). Leveraging generative AI for enhancing university-level English writing: Comparative insights on automated feedback and student engagement. Cogent Education, 12(1), Article 2440182. https://doi.org/10.1080/2331186X.2024.2440182 DOI: https://doi.org/10.1080/2331186X.2024.2440182

Chan, S., Lo, N., & Wong, A. S. (2024). Generative AI and essay writing: Impacts of automated feedback on revision performance and engagement. rEFLections, 31(3), 1249–1284. https://doi.org/10.61508/refl.v31i3.277514 DOI: https://doi.org/10.61508/refl.v31i3.277514

Chen, H. H.-J., Yang, C. T.-Y., & Lai, K. K.-W. (2020). Investigating college EFL learners' perceptions toward the use of Google Assistant for foreign language learning. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2020.1833043 DOI: https://doi.org/10.1080/10494820.2020.1833043

Chen, W., Liu, D., & Lin, C. (2023). Collaborative peer feedback in L2 writing: Affective, behavioral, cognitive, and social engagement. Frontiers in Psychology, 14, Article 1078141. https://doi.org/10.3389/fpsyg.2023.1078141 DOI: https://doi.org/10.3389/fpsyg.2023.1078141

Cuocci, S., Khan, I. N., & Roberts, S. (2023). A meta-synthesis of technology-supported peer feedback in ESL/EFL writing classes research: A replication of Chen's study. Languages, 8(2), Article 114. https://doi.org/10.3390/languages8020114 DOI: https://doi.org/10.3390/languages8020114

Darvishi, A., Khosravi, H., Abdi, S., Sadiq, S., & Gašević, D. (2022). Incorporating training, self-monitoring and AI-assistance to improve peer feedback quality. Proceedings of the 9th ACM Conference on Learning@Scale (pp. 298–302). https://doi.org/10.1145/3491140.3528265 DOI: https://doi.org/10.1145/3491140.3528265

Darvishi, A., Khosravi, H., Sadiq, S., & Gašević, D. (2022). Incorporating AI and learning analytics to build trustworthy peer assessment systems. British Journal of Educational Technology, 53(4), 844–875. https://doi.org/10.1111/bjet.13233 DOI: https://doi.org/10.1111/bjet.13233

Duke, B. (2026). Artificial intelligence for inclusive and sustainable international education: A critical conceptual review. Journal of International Students, 16(10), 167–198. https://doi.org/10.32674/96t36095 DOI: https://doi.org/10.32674/96t36095

Goh, Y., Chua, N. A., Rahman, N., Su-yan, Z., & Yiming, C. (2024). Integrating AI chatbots in ESL and CFL instruction: Revolutionizing language learning with artificial intelligence. LatIA, 2, 23. https://doi.org/10.62486/latia202423 DOI: https://doi.org/10.62486/latia202423

Guan, L., Zhang, Y., & Gu, M. (2024). Examining generative AI–mediated informal digital learning of English practices with social cognitive theory: A mixed-methods study. ReCALL. Advance online publication, 1–17. https://doi.org/10.1017/S0958344024000259 DOI: https://doi.org/10.1017/S0958344024000259

Guo, K., Zhang, E. D., Li, D., & Yu, S. (2024). Using AI-supported peer review to enhance feedback literacy: An investigation of students' revision of feedback on peers' essays. British Journal of Educational Technology. Advance online publication. https://doi.org/10.1111/bjet.13540 DOI: https://doi.org/10.1111/bjet.13540

Han, J., Yoo, H., Myung, J., Kim, M., Lee, T. Y., Ahn, S., & Oh, A. (2023). Cheddar: Student-ChatGPT dialog in EFL writing education. arXiv. https://doi.org/10.48550/arXiv.2309.13243

Hansen, R. R., Hougaard, R. F., Lindberg, A. B., Møller, K. L., Nielsen, T. A., & Prilop, C. N. (2024). The effects of an AI feedback coach on students' peer feedback quality, composition, and feedback experience. OSF Preprints. https://doi.org/10.31219/osf.io/mq628 DOI: https://doi.org/10.7146/lom.v17i31.148831

Hutt, S., DePiro, A., Wang, J., Rhodes, S., Baker, R. S., Hieb, G., Sethuraman, S., Ocumpaugh, J., & Mills, C. (2024). Feedback on feedback: Comparing classic natural language processing and generative AI to evaluate peer feedback. Proceedings of the 14th Learning Analytics and Knowledge Conference (pp. 523–534). https://doi.org/10.1145/3636555.3636850 DOI: https://doi.org/10.1145/3636555.3636850

Ibrahim, K., & Kirkpatrick, R. J. (2024). Potentials and implications of ChatGPT for ESL writing instruction. The International Review of Research in Open and Distributed Learning, 25(3), 394–409. https://doi.org/10.19173/irrodl.v25i3.7820 DOI: https://doi.org/10.19173/irrodl.v25i3.7820

Isaac, M., Ateeq, M., Hafizh, H., Hu, B., & Shodipo, D. (2023). Leveraging artificial intelligence with zone of proximal development: An ARCS motivational e-learning model. Proceedings of the 2023 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (pp. 1–8). https://doi.org/10.1109/TALE56641.2023.10398344 DOI: https://doi.org/10.1109/TALE56641.2023.10398344

Islam, A., Ali, R., Singh, G., Islam, B., Islam, A. K. M. M., & Hossain, S. (2024). An evaluation of AI-enhanced collaborative learning platforms. Proceedings of the 2024 International Conference on Computing, Communication, Control and Automation (pp. 1–6). https://doi.org/10.1109/IC3SE62002.2024.10593320 DOI: https://doi.org/10.1109/IC3SE62002.2024.10593320

Ittefaq, M., Zain, A., Arif, R., Ahmad, T., Khan, L., & Seo, H. (2025). Factors influencing international students' adoption of generative artificial intelligence: The mediating role of perceived values and attitudes. Journal of International Students, 15(7), 127–156. https://doi.org/10.32674/fnwdpn48 DOI: https://doi.org/10.32674/fnwdpn48

Jiang, W., & Ribeiro, A. (2017). Effect of computer-mediated peer written feedback on ESL/EFL writing: A systematic literature review. Language Learning & Technology, 21(3), 114–137.

José, L. (2025). Harnessing artificial intelligence for language learning: A mixed-methods study on ChatGPT integration in secondary education. Research Square. https://doi.org/10.21203/rs.3.rs-5703952/v1 DOI: https://doi.org/10.21203/rs.3.rs-5703952/v1

Kavak, V. İ., Evis, D., & Ekinci, A. (2024). The use of ChatGPT in language education. Gaziantep University Journal of Social Sciences, 23(2), 789–805. https://doi.org/10.21547/jss.1461578

Kim, E., & Sim, J. (2024). Incorporating AI into English language learning: An experimental study focusing on autonomous learning. English Language Teaching, 17(10), 82. https://doi.org/10.5539/elt.v17n10p82 DOI: https://doi.org/10.5539/elt.v17n10p82

Kong, S., Lee, J. C., & Tsang, O. (2024). A pedagogical design for self-regulated learning in academic writing using text-based generative artificial intelligence tools: 6-P pedagogy of plan, prompt, preview, produce, peer-review, portfolio-tracking. Research and Practice in Technology Enhanced Learning. Advance online publication. https://doi.org/10.58459/rptel.2024.19030 DOI: https://doi.org/10.58459/rptel.2024.19030

L'Enfant, J. (2024). AI as a reflective coach in graduate ESL practicum: Activity theory insights into student-teacher development. The European Journal of Open, Distance and E-Learning. Advance online publication. https://doi.org/10.2478/eurodl-2024-0003 DOI: https://doi.org/10.2478/eurodl-2024-0003

Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education: Artificial Intelligence, 6, Article 100174. https://doi.org/10.1016/j.caeo.2024.100174 DOI: https://doi.org/10.1016/j.caeo.2024.100174

Liaqat, A., Munteanu, C., & Epp, C. D. (2021). Collaborating with mature English language learners to combine peer and automated feedback: A user-centered approach to designing writing support. International Journal of Artificial Intelligence in Education, 31(4), 638–679. https://doi.org/10.1007/s40593-020-00204-4 DOI: https://doi.org/10.1007/s40593-020-00204-4

Lin, C. S. K. (2022). Exploring the effects of automated written corrective feedback, computer-mediated peer feedback and their combination mode on EFL learner's writing performance. Interactive Learning Environments. Advance online publication, 1–11. https://doi.org/10.1080/10494820.2022.2066137 DOI: https://doi.org/10.1080/10494820.2022.2066137

Liu, G., Zou, M. M., Soyoof, A., & Chiu, M. M. (2024). Untangling the relationship between AI-mediated informal digital learning of English (AI-IDLE), foreign language enjoyment and the ideal L2 self: Evidence from Chinese university EFL students. European Journal of Education. Advance online publication. https://doi.org/10.1111/ejed.12846 DOI: https://doi.org/10.1111/ejed.12846

Liu, S., & Mohd Saad, M. R. B. (2025). The impact mechanism of intensive English programs on the well-being of Chinese EFL learners in Malaysia using the PERMA model. Journal of International Students, 15(11), 165–184. https://doi.org/10.32674/6w119h62 DOI: https://doi.org/10.32674/6w119h62

Liu, Z., Yin, S. X., Lee, C., & Chen, N. F. (2024). Scaffolding language learning via multimodal tutoring systems with pedagogical instructions. arXiv. https://doi.org/10.48550/arXiv.2404.0342 DOI: https://doi.org/10.1109/CAI59869.2024.00223

Lubbe, A., Marais, E. & Kruger, D (2025). Cultivating independent thinkers: The triad of artificial intelligence, Bloom’s taxonomy and critical thinking in assessment pedagogy. Educ Inf Technol 30, 17589–17622. https://doi.org/10.1007/s10639-025-13476-x DOI: https://doi.org/10.1007/s10639-025-13476-x

Luria, E. (2024). Exploring the integration of technology and AI in ESL instruction. In Advances in educational technologies and instructional design (pp. 59–84). IGI Global. https://doi.org/10.4018/979-8-3693-9806-7.ch003 DOI: https://doi.org/10.4018/979-8-3693-9806-7.ch003

Mirzaei, A., & Eslami, Z. R. (2015). ZPD-activated languaging and collaborative L2 writing. Educational Psychology, 35(1), 5–25. https://doi.org/10.1080/01443410.2013.814198 DOI: https://doi.org/10.1080/01443410.2013.814198

Microsoft. (2025). AI in education: A Microsoft special report. Microsoft Education. https://www.microsoft.com/en-us/education

Narlu, G., & Kahraman, A. (2023). Unleashing the power of computer-mediated anonymous peer feedback in enhancing self-regulated learning. Advanced Linguistics, (11), 95–112. https://doi.org/10.20535/2617-5339.2023.11.279004 DOI: https://doi.org/10.20535/2617-5339.2023.11.279004

Oktarina, I. B., Saputri, M. E. E., Magdalena, B., Hastomo, T., & Maximilian, A. (2024). Leveraging ChatGPT to enhance students' writing skills, engagement, and feedback literacy. Edelweiss Applied Science and Technology, 8(4), 2306–2319. https://doi.org/10.55214/25768484.v8i4.1600 DOI: https://doi.org/10.55214/25768484.v8i4.1600

Omer, N. I. M. (2024). Maintaining meaningful human interaction in AI-enhanced language learning environments: A systematic review. Journal of Arts and Linguistic Studies, 6(3), 533–552. https://doi.org/10.53286/arts.v6i3.2083 DOI: https://doi.org/10.53286/arts.v6i3.2083

Organization for Economic Co-operation and Development. (n.d.). PISA 2029 media and artificial intelligence literacy. https://www.oecd.org/en/about/projects/pisa-2029-media-and-artificial-intelligence-literacy.html

Ortiz, L. G., Maina, M. F., Lanzo, N. C., & Fernández-Ferrer, M. (2024). La autorregulación del aprendizaje desde un enfoque de feedback entre pares: Perspectivas de la IA generativa. RED. Revista de Educación a Distancia, 24(78), Article 599511. https://doi.org/10.6018/red.599511 DOI: https://doi.org/10.6018/red.599511

Pan, M., Guo, K., & Lai, C. (2024). Using artificial intelligence chatbots to support English-as-a-foreign language students' self-regulated reading. RELC Journal. Advance online publication. https://doi.org/10.1177/00336882241264030 DOI: https://doi.org/10.1177/00336882241264030

Priyantin, T. (2021). Technology-supported peer feedback: A literature review. Indonesian Journal of Applied Linguistics, 11(2), 345–356. https://doi.org/10.17509/ijal.v11i2.37892

Rad, H. S., & Jafarpour, A. (2023). Using artificial intelligence to foster students' writing feedback literacy, engagement, and outcome: A case of WordTune application. Interactive Learning Environments. Advance online publication, 1–21. https://doi.org/10.1080/10494820.2023.2208170 DOI: https://doi.org/10.1080/10494820.2023.2208170

Rashid, M. P., Gehringer, E. F., & Khosravi, H. (2024). Navigating (dis)agreement: AI assistance to uncover peer feedback discrepancies. Proceedings of the 14th Learning Analytics and Knowledge Conference (pp. 612–623). https://doi.org/10.1145/3636555.3636931 DOI: https://doi.org/10.1145/3636555.3636931

Sardi, J., Darmansyah, D., Candra, O., Yuliana, D. F., Habibullah, H., Yanto, D. T. P., & Eliza, F. (2025). How generative AI influences students' self-regulated learning and critical thinking skills? A systematic review. International Journal of Engineering Pedagogy (iJEP), 15(1), 94–108. https://doi.org/10.3991/ijep.v15i1.53379 DOI: https://doi.org/10.3991/ijep.v15i1.53379

Soozandehfar, S. M. A., & Souzandehfar, M. (2022). A socioculturally microgenetic scrutiny on the mediational role of teacher/peer scaffolding via dialogic collaboration in EFL speaking development. Iranian Journal of English for Academic Purposes, 4(1), 156–172. https://doi.org/10.52547/ieepj.4.1.156 DOI: https://doi.org/10.52547/ieepj.4.1.156

Sulistiyo, U. (2024). A systematic review of artificial intelligence in enhancing English foreign learners' writing skill. Pedagogical Issues in English Education Journal, 3(2), 45–62. https://doi.org/10.59175/PIJED.v3i2.299 DOI: https://doi.org/10.59175/pijed.v3i2.299

UNESCO. (n.d.). AI competency framework for teachers. https://www.unesco.org/en/digital-education/artificial-intelligence/teacher-competency

Wang, Y. (2024). Integration of AI technology and ZPD: Pinpointing the zone of student development to promote educational innovation and efficiency improvement. Journal of Education, Humanities and Social Sciences, 38, 99–104. https://doi.org/10.54097/wws14m21 DOI: https://doi.org/10.54097/wws14m21

World Economic Forum. (2025, May). Why AI literacy is now a core competency in education. World Economic Forum Stories. https://www.weforum.org/stories/2025/05/why-ai-literacy-is-now-a-core-competency-in-education/

Xu, J., & Li, J. (2024). Effects of AI affordances on student engagement in EFL classrooms: A structural equation modeling and latent profile analysis. European Journal of Education. Advance online publication. https://doi.org/10.1111/ejed.12808 DOI: https://doi.org/10.1111/ejed.12808

Xu, S. (2024). An in-depth examination of the sociocultural framework-informed practical model of scaffolded feedback in enhancing senior high school English writing instruction. International Journal of Social Sciences and Public Administration, 3(3), 110–119. https://doi.org/10.62051/ijsspa.v3n3.13 DOI: https://doi.org/10.62051/ijsspa.v3n3.13

Yeh, H. (2024). The synergy of generative AI and inquiry-based learning: Transforming the landscape of English teaching and learning. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2024.2335491 DOI: https://doi.org/10.1080/10494820.2024.2335491

Yin, X. F. (2024). A critical thinking-oriented approach in English as a foreign language (EFL) writing: Using ChatGPT as an ideal peer. In Contemporary perspectives on language education (pp. 712–728). Springer. https://doi.org/10.29140/9780648184485-49 DOI: https://doi.org/10.29140/9780648184485-49

Zhan, Y., Wan, Z. H., & Sun, D. (2022). Online formative peer feedback in Chinese contexts at the tertiary level: A critical review on its design, impacts and influencing factors. https://psycnet.apa.org/doi/10.1016/j.compedu.2021.104341 DOI: https://doi.org/10.1016/j.compedu.2021.104341

Downloads

Published

2026-07-05

Issue

Vol. 16 No. 16 (2026): Journal of International Students

Section

Research Articles (English, regular edition)

Categories

License

Copyright (c) 2026 Asyraf Shuib, Saifolruddin Khalid Mahzan, Aizan Yaacob

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

https://creativecommons.org/licenses/by/4.0

How to Cite

Shuib, A., Mahzan, S. K., & Yaacob, A. (2026). Dubbing artificial intelligence in scaffolding: A systematic review of peer scaffolding, guided reflection, and AI-mediated feedback in an integrated feedback model. Journal of International Students, 16(16), 215-242. https://doi.org/10.32674/2vs8yp30