Article Sidebar

Submitted
September 24, 2025
Published
February 1, 2026
Download
Pdf
Statistic
Read Counter : 18 Download : 7

Downloads

Download data is not yet available.

Main Article Content

Abstract

Limited evidence exists on how platform-specific AI feedback functions in secondary EFL writing assessment—especially regarding its connections to learners’ motivation and self-confidence. This mixed-methods study used a one-group pre–post design with 35 Indonesian secondary EFL students during regular classes, integrating Ginger Writer. Motivation items were adapted from Schmidt & Watanabe, and self-confidence items from Bandura; both scales used 5-point Likert responses and showed good internal consistency. Semi-structured interviews, focus group discussions, and non-participant observations explored students’ experiences with AI feedback during drafting and revision. Quantitatively, motivation increased significantly (pre: M=20.9, post: M=22.1; t(34)=−2.32, p=.026, Cohen’s d₍z₎≈0.39), while self-confidence rose modestly but not significantly (pre: M=20.7, post: M=21.5; t(34)=−1.80, p=.081, d₍z₎≈0.30). Qualitative data showed students describing immediate, non-judgmental feedback that supported iterative revision, error noticing, and sustained effort, along with limitations such as connectivity issues and the need for teacher mediation to interpret suggestions. Triangulation suggests that quick, actionable feedback is linked to increased motivation during revision cycles, whereas confidence may require more extended exposure and scaffolding. The study indicates that schools can feasibly incorporate platform-specific AI feedback into formative writing assessment when combined with teacher guidance and reliable access; policy should support teacher professional development and infrastructure to enable equitable implementation.

Keywords

Digital feedback Artificial intelligence (AI) English assessment Learning motivation Self-confidence

Article Details

License

Copyright (c) 2026 Anissa, Siti Zulaiha, Herri Mulyono, Jihan Fakhira

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish in this journal agree with the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  4. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
Anissa, Zulaiha, S., Herri Mulyono, & Jihan Fakhira. (2026). Ginger writer feedback in English writing assessment: Association with motivation and self-confidence among Indonesian secondary students . JOALL (Journal of Applied Linguistics and Literature), 11(1), 133–149. https://doi.org/10.33369/joall.v11i1.44945
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
  2. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (Eight edition, Vol. 17). New York: Routledge.
  3. Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research (Third Edition). Los Angeles: Sage.
  4. Da Costa, A. I. L., De Almeida Fonseca Rosa, M. D. L. J. M., & Diogo, P. M. J. (2024). Considering participant observation methods for nursing qualitative research. Qualitative Report, 29(9), 2430–2439. https://doi.org/10.46743/2160-3715/2024.7647
  5. Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135.
  6. Escalante, J., Pack, A., & Barrett, A. (2023). AI-generated feedback on writing: Insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00425-2
  7. Hajian, S., Chang, D. H., Wang, Q. Q., & Lin, M. P.-C. (2025). Motivational theories in action: A guide for teaching Artificial Intelligence prompts to support student learning motivation. International Journal of Instruction, 18(4), 601–626. https://doi.org/10.29333/iji.2025.18433a
  8. Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(February), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
  9. Hardiansyah, A., Harahap, R., & Vandika, A. Y. (2024). Kecerdasan buatan sebagai mitra dalam penilaian dan evaluasi pendidikan. Jurnal Ilmu Pendidikan Dan Kearifan Lokal, 15(1), 37–48.
  10. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  11. Hyland, K., & Hyland, F. (2019). Contexts and issues in feedback on L2 writing. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 1–22). Cambridge: Cambridge University Press.
  12. Im, R., Umasugi, M., Umasugi, H., Adam, A., Lumbessy, S., & Juliadarma, M. (2025). Analysis of the influence of AI on student learning motivation in the digital era. Electronic Journal of Education, Social Economics and Technology, 6(1), 196–201. https://doi.org/10.33122/ejeset.v6i1.384
  13. Kusumaningtyas, W. (2025). Pemanfaatan kecerdasan buatan (AI) dalam meningkatkan pembelajaran siswa sekolah menengah pertama. RIGGS: Journal of Artificial Intelligence and Digital Business, 4(2), 2196–2201. https://doi.org/10.31004/riggs.v4i2.827
  14. Mohammed, S. J., & Khalid, M. W. (2025). Under the world of AI-generated feedback on writing: Mirroring motivation, foreign language peace of mind, trait emotional intelligence, and writing development. Language Testing in Asia, 15(1). https://doi.org/10.1186/s40468-025-00343-2
  15. Nurhayati, N., Suliyem, M., Hanafi, I., & Susanto, T. T. D. (2024). Integrasi AI dalam collaborative learning untuk meningkatkan efektivitas pembelajaran. Academy of Education Journal, 15(1), 1063–1071. https://doi.org/10.47200/aoej.v15i1.2372
  16. Rad, H. S., Alipour, R., & Jafarpour, A. (2023). Using Artificial Intelligence to foster students’ writing feedback literacy, engagement, and outcome: A case of Wordtune application. Interactive Learning Environment. https://doi.org/https://doi.org/10.1080/10494820.2023.2208170
  17. Ritonga, S. A. (2024). Membangun kepercayaan diri strategi untuk meningkatkan keyakinan diri. Circle Archive, 1(4), 1–12.
  18. Rossetti, G. (2024). Conceptualising participant observations in festival tourism. Current Issues in Tourism, 27(12), 1884–1897. https://doi.org/10.1080/13683500.2023.2214850
  19. Ryan, R. M., & Deci, E. L. (2014). Overview of self-determination theory: An organismic dialectical perspective. Handbok of Self-Determination, (January), 1–33. Retrieved from http://www.elaborer.org/cours/A16/lectures/Ryan2004.pdf%0Ahttp://selfdeterminationtheory.org/theory/
  20. Sahnan, B. (2024). Peran teknologi dalam pembelajaran bahasa Inggris di era digital. Jurnal Ilmiah IPS Dan Humaniora (JIIH), 2(4), 90–95. https://doi.org/10.61116/jiih.v2i4.462
  21. Schmidt, R., & Watanabe, Y. (2001). Motivation, strategy use, and pedagogical preferences. Motivation and Second Language Acquisition, 313–359. Retrieved from http://nflrc.hawaii.edu/PDFs/SCHMIDT Motivation, strategy use, and pedagogical preferences.pdf
  22. Ummah, I., Husnan, H., Udin, N., Syafi’i, A. H., Nurjanah, N., & Izomi, M. S. (2024). Strategi pembelajaran berbasis AI dalam menunjang prestasi akademik siswa. Seminar Nasional Paedagoria 2024, 4, 85–95. Retrieved from https://journal.ummat.ac.id/index.php/fkip/article/view/25590
  23. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: MA: Harvard University Press.
  24. Yuliarsih, Amalia, L., Wahyuli, S., & Tamami, K. (2024). Menguatkan literasi bahasa Inggris melalui program pembelajaran kolaboratif untuk siswa sekolah menengah pertama. Larisa Pengabdian Multidisiplin, 2, 1–5.
  25. Zulaiha, S., & Mulyono, H. (2020). Exploring junior high school EFL teachers’ training needs of assessment literacy. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1772943