Impact of The Integration of Generative AI-Automatic Corrective Feedback on Academic Writing Skills
Keywords:
academic writing skills; activity theory; Gen AI-automatic corrective feedback (ACF); writing learningAbstract
This study aims to investigate the impact of using Gen AI-automatic corrective feedback (ACF) on students' academic writing ability. The research method used in this study was a quasi-experiment involving 250 high school students. Participants were divided into two groups with the same number, namely the experimental group was the class which received ACF (electronic) and the control group, which received manual corrective feedback (non-electronic). Both groups received interactive writing activity guidance based on the principles of activity theory by utilising aspects of collaboration, social environment, electronic and non-electronic mediation. Data analysis used ANCOVA to investigate the impact of both interventions on academic writing ability. The results showed that the group that received integration of the Generative AI-ACF intervention in writing learning was able to improve academic writing ability more effectively than traditional writing learning. The improvement of academic writing ability is seen in the quality of writing that is able to meet several aspects, including achievement of task, cohesion, coherence, range and grammatical accuracy, and lexicon. This improvement occurs because of several contributions from ACF, including clear error identification, the use of adaptive metalinguistics, and direct feedback, as well as a comprehensive feedback focus. This shows that ACF is able to optimise students' behaviour, cognitive, and affective aspects that indicate students' willingness to improve their academic writing skills. This study implies that the integration of the use of technology in writing learning can help teachers optimise writing skills because some of the focus of teachers' concentration in improving the quality of students' writing is assisted by technology.
https://doi.org/10.26803/ijlter.24.5.11
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