This research studies the impact of AI and peer feedback on the academic writing development of Kazakhstani scholars using the CGScholar platform - a product of research into collaborative learning, big data, and artificial intelligence developed by educators and computer scientists at the University of Illinois at Urbana-Champaign (UIUC). The study aimed to find out how familiarity with AI tools and peer feedback processes impacts participants' openness to incorporating feedback into their academic writing. The study involved 36 scholars enrolled in a scientific internship focused on education at UIUC. A survey with 15 multiple-choice questions, a Likert scale, and open-ended questions was used to collect data. The survey was conducted via Google Forms in both English and Russian to ensure linguistic accessibility. Demographic information such as age, gender, and first language was collected to provide a detailed understanding of the data. The analysis revealed a moderate positive correlation between familiarity with AI tools and openness to making changes based on feedback, and a strong positive correlation between research writing experience and expectations of peer feedback, especially in the area of research methodology. These results show that participants are open-minded to AI-assisted feedback; however, they still highly appreciate peer input, especially regarding methodological guidance. This study demonstrates the potential benefits of integrating AI tools with traditional feedback mechanisms to improve research writing quality in academic settings.

翻译：本研究探讨了人工智能与同行反馈对哈萨克斯坦学者学术写作能力发展的影响，研究依托CGScholar平台开展。该平台由伊利诺伊大学厄巴纳-香槟分校（UIUC）的教育工作者与计算机科学家基于协作学习、大数据及人工智能的研究成果开发而成。本研究旨在探究参与者对人工智能工具的熟悉程度及同行反馈流程如何影响其将反馈意见融入学术写作的开放程度。研究招募了36名参与UIUC教育领域科研实习项目的学者，通过包含15道选择题、李克特量表及开放性问题的问卷收集数据。为保障语言可及性，问卷通过谷歌表单以英语和俄语双语形式发放。研究同时收集了年龄、性别、母语等人口统计学信息以深化数据解读。分析表明：对人工智能工具的熟悉程度与基于反馈进行修改的开放态度呈中度正相关；研究写作经验与对同行反馈的期待（尤其在研究方法论领域）呈现显著正相关。这些结果表明参与者对人工智能辅助反馈持开放态度，但仍高度重视同行意见，特别是在方法论指导方面。本研究揭示了在学术环境中整合人工智能工具与传统反馈机制对提升研究写作质量的潜在价值。