UNDERGRADUATE STUDENTS' PERCEPTIONS REGARDING THE IMMEDIATE, AUTOMATED FEEDBACK BY WRITE & IMPROVE ON LEARNERS' MOTIVATION AND SELF-EFFICACY IN WRITING TASKS

Muhammad Fatih; Pariyanto

doi:10.30996/uncollcs.v4i1.6174

Authors

Muhammad Fatih Universitas 17 Agustus 1945 Surabaya
Pariyanto Universitas 17 Agustus 1945 Surabaya

DOI:

https://doi.org/10.30996/uncollcs.v4i1.6174

Abstract

This study investigates learners’ opinions regarding the immediate, automated feedback provided by the Write & Improve platform, with a particular focus on its influence on motivation and self-efficacy in second language writing tasks. Employing a mixed-methods approach, the research gathered quantitative data through Likert-scale questionnaires and qualitative insights from open-ended responses submitted by 19 undergraduate participants. The findings indicate that most learners perceived the automated feedback positively. The instant and iterative nature of the system enhanced their confidence, encouraged revision, and fostered greater independence in the writing process. Learners reported increased motivation to write, as the visual progress indicators and real-time suggestions made the task more engaging and goal-oriented. Additionally, the opportunity to revise multiple times without judgment supported the development of self-efficacy by promoting mastery experiences. However, some participants noted limitations in the system's ability to explain errors in depth, reinforcing the importance of combining automated feedback with teacher guidance. Overall, the study concludes that Write & Improve can effectively support both the cognitive and affective dimensions of second language writing, particularly when integrated into a blended learning environment.

Keywords: Automated Feedback, Write & Improve, Motivation, Self-efficacy, Second Language Writing, AWE

References

Baker, W., Lundstrom, K., Lundstrom, K., & Baker, W. (2009). To give is better than to receive : The benefits of peer review to the reviewer ’ s own writing To give is better than to receive : The benefits of peer review to the reviewer ’ s own writing. https://doi.org/10.1016/j.jslw.2008.06.002

Bandura, A. (1998). Self-Efficacy. 1994, 1–65.

Ferris, D., Brown, J., Liu, H. S., & Eugenia, M. (2011). Responding to L2 Students in College Writing Classes : Teacher Perspectives. 45(2), 207–234. https://doi.org/10.5054/tq.2011.247706

Hyland, K. (n.d.). Writing and teaching writing.

Hyland, K. (2006). State-of-the-art article Feedback on second language students ’ writing. 83–101. https://doi.org/10.1017/S0261444806003399

Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary classrooms. 17, 144–164. https://doi.org/10.1016/j.jslw.2007.12.001

Li, Y. (2023). The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners. Frontiers in Psychology, 14(June), 1–15. https://doi.org/10.3389/fpsyg.2023.1165221

Pajares, F. (2003). SELF-EFFICACY BELIEFS , MOTIVATION , AND ACHIEVEMENT IN WRITING : A REVIEW OF THE LITERATURE. 139–159. https://doi.org/10.1080/10573560390143085

Pariyanto, & Tungka, N. F. (2024a). Enhancing Writing Skills of Efl Learners Through Automated Feedback: an Empirical Investigation. Jurnal Ilmiah Spectral, 10(1), 028–042. https://doi.org/10.47255/gymtcf78

Pariyanto, & Tungka, N. F. (2024b). Transforming narratives: Enhancing EFL learners’ writing with AI feedback. Media Didaktika, 10(02), 44–51. https://e-jurnal.unisda.ac.id/index.php/didaktika/article/view/8662/3473

Ranalli, J., & Link, S. (2016). Automated writing evaluation for formative assessment of second language writing : investigating the accuracy and usefulness of feedback as part of argument-based validation.

Richards, J. C., & Renandya, W. A. (n.d.). Methodology in Language Teaching An Anthology of Current Practice Chapter 1 ~ English Language Teaching in the “ Post - Method ” Era : Toward Better Diagnosis , Treatment , and Assessment. 1–29.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations : Classic Definitions and New Directions. 67, 54–67. https://doi.org/10.1006/ceps.1999.1020

Sari, E., & Han, T. (2024). The impact of automated writing evaluation on English as a foreign language learners’ writing self-efficacy, self-regulation, anxiety, and performance. Journal of Computer Assisted Learning, May, 2065–2080. https://doi.org/10.1111/jcal.13004

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14(December), 1–14. https://doi.org/10.3389/fpsyg.2023.1260843

Tsao, J. J., Tseng, W. T., & Wang, C. (2017). The Effects of Writing Anxiety and Motivation on EFL College Students’ Self-Evaluative Judgments of Corrective Feedback. Psychological Reports, 120(2), 219–241. https://doi.org/10.1177/0033294116687123

Wang, Z., & Han, F. (2022). The Effects of Teacher Feedback and Automated Feedback on Cognitive and Psychological Aspects of Foreign Language Writing: A Mixed-Methods Research. Frontiers in Psychology, 13(July), 1–12. https://doi.org/10.3389/fpsyg.2022.909802

Wang, Z., Miller, K., Cortina, K., Verwendung, D., & Lena, V. (2013). Using the LENA in Teacher Training : Promoting Student Involvement through automated feedback. 2013, 290–305.

Wei, P., Wang, X., & Dong, H. (2023). The impact of automated writing evaluation on second language writing skills of Chinese EFL learners: a randomized controlled trial. Frontiers in Psychology, 14(September), 1–11. https://doi.org/10.3389/fpsyg.2023.1249991

Wilson, J., Ahrendt, C., Fudge, E. A., Raiche, A., Beard, G., & MacArthur, C. (2021). Elementary teachers’ perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation. In Computers and Education (Vol. 168). https://doi.org/10.1016/j.compedu.2021.104208

Wilson, J., Huang, Y., Palermo, C., Beard, G., & MacArthur, C. A. (2021). Automated Feedback and Automated Scoring in the Elementary Grades: Usage, Attitudes, and Associations with Writing Outcomes in a Districtwide Implementation of MI Write. International Journal of Artificial Intelligence in Education, 31(2), 234–276. https://doi.org/10.1007/s40593-020-00236-w

Zia, M., Ta’ajuddin Hidayat, A., & Pariyanto, P. (2024). The impact of ChatGPT formative feedback on EFL learners’ narrative essay writing. 143–153.