The objectives of this study are: (1) to explore students’ perceptions of scaffolding and error management in peer assessment practice during Academic Writing facilitated by artificial intelligence (AI); (2) to explore the implementation of scaffolding and error management during peer assessment practice in Academic Writing facilitated by artificial intelligence (AI). The study was conducted at one of the universities in Surakarta. The participants of the study were five EFL undergraduate students who have joined an Article Writing class. This study applied the biographical narrative inquiry method and gathered the data through narrative stories, semi-structured interviews, and artefacts.

The study explored undergraduate students' peer assessment practice perception and implementation in Academic Writing. The students were assigned to write a systematic review article in Article Writing class. In the process of writing, they did peer assessment within the group and with other groups. In this study there were two main findings. The first finding about students’ perceptions showed that 1) there were difficulties in writing processes such as navigating and comprehending the references; 2) feedback from peers and AI were important in writing articles; 3) the role of AI could increase their self-confidence and provide new knowledge. The second finding about the implementation of peer assessment showed that 1) students did a crosscheck process to consider the feedback; 2) students did a discussion process before accepting feedback. Therefore, the lecturer should facilitate the students and provide an excellent environment to engage the students involved in peer assessment activities during the teaching and learning process.