Comparing AI and English Education Student Peer Feedback Quality in Assessing English Presentation Skills

Dilah Yuda Rizkia; Fela Dafitri

doi:10.33365/jeltl.v7i1.1991

Dilah Yuda Rizkia Universitas Singaperbangsa Karawang
Fela Dafitri Universitas Singaperbangsa Karawang

DOI: https://doi.org/10.33365/jeltl.v7i1.1991

Keywords: Artificial intelligence, English education, Feedback quality, Peer feedback, Presentation skill

Abstract

This study investigated the differences between peer feedback generated by preservice teachers and an artificial intelligence model that simulated the same perspective on assessing student presentation performance in an English education context. Research comparing artificial intelligence and preservice teacher-generated peer feedback in assessing presentation performance rather than writing performance was rare, especially in the Indonesian higher education context. This study aimed to measure and compare the quality, strengths, and limitations of feedback provided by seventh-semester English Education department students versus artificial intelligence-generated feedback. This study used a qualitative descriptive method to analyze 10 peer feedback samples collected from 5 students and 5 artificial intelligence models. A standard presentation review rubric served as a form for both feedback types to review the presentation skills. The researcher used an adapted rubric to compare the two feedback types. The findings showed that the artificial intelligence-generated feedback was more elaborate and detailed but lacked contextual understanding. Human feedback offered contextual understanding and comments shaped by shared classroom experiences but tended to be shorter and surface-level. The study concluded that artificial intelligence-generated feedback was more precise and strong in organizational quality, while human feedback was more authentic and offered interpersonal support. Both feedback types can be used as pedagogical tools. They help students understand how effective feedback should be structured. Teachers can also consider using artificial intelligence as a supplementary tool for grading presentation skills.

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