Scaffolding Collaborative Inquiry: Leveraging Al to Moderate and Enhance Peer-to-Peer Interaction in Online Language Learning Communities

This article examines how artificial intelligence (AI) can be strategically integrated into online language-learning communities to scaffold collaborative inquiry and enhance peer- to-peer interaction. Grounded in socio-constructivist theory and contemporary research on computer-supported collaborative learning (CSCL), this paper explores AI's roles as moderator, mediator, and facilitator within synchronous and asynchronous peer interactions. The analysis synthesizes empirical findings from educational technology, applied linguistics, and human-computer interaction to propose a framework for Al- enabled scaffolding that balances pedagogical affordances, ethical considerations, and practical constraints. Key contributions include (۱) a typology of AI moderation strategies tailored for language practice (e.g., adaptive prompts, error-sensitive feedback, discourse facilitation), (۲) design principles for integrating AI agents into community platforms while preserving learner autonomy and agency, and (۳) an implementation roadmap for instructors and institutions that addresses privacy, fairness, and assessment integration. The paper concludes with recommendations for future research and practice, emphasizing participatory design, longitudinal evaluation, and critical reflexivity to ensure that AI supports rather than supplants-human-led collaborative inquiry.

کلیدواژه ها:

AI moderation ، collaborative inquiry ، computer-supported collaborative learning ، language learning communities ، peer interaction ، scaffolding