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involved a total of 80 students. The participants were evenly distributed into

two experimental groups, with each group receiving either the worked example

or scripting condition. The worked example group was given a detailed

explanation of several components of an argumentative essay. In contrast, the

scripting group got various pieces of the argumentation model during the peer

feedback phase through a series of question prompts in the EduTech platform.

The scripting group has followed PA requirements while giving online

comments to their colleagues. The findings suggest that students in the

scripting condition improved peer feedback quality more than students in the

worked example condition. The students' scores in both situations improved

from the pre-test to the post-test, specifically concerning their ability to write

argumentative essays and their overall learning. The difference between the

two conditions was statistically significant, favoring the scripting condition

concerning argumentative essay writing. The findings suggest that

implementing PA guidelines by students in giving constructive feedback on the

e-platform helps enhance students' writing abilities.

Like Sadeghi and Rahmati (2017), Ghorbanpour et al. (2021) examined

the incorporation of evaluation for, as, and of learning in various language

proficiencies. An experimental research methodology was used to construct a

comparable model to strengthen the listening skills of 100 Iranian female high

school students studying English as a foreign language (EFL). The students

were distributed into three experimental groups and one control group. Each

experimental group, namely AFL, AAL, and Integrated assessment, received

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