THE IMPLEMENTATION OF AI-POWERED FEEDBACK TOOLS IN TEACHING RECOUNT TEXT WRITING
DOI:
https://doi.org/10.35194/iconnects.v3i1.6055Abstract
The integration of Artificial Intelligence (AI) in English language instruction has introduced new opportunities to enhance feedback practices in writing classrooms, particularly through AI-powered feedback tools or Automated Writing Evaluation (AWE) systems. This study investigates the implementation of AI-powered feedback tools in teaching writing recount texts and explores students’ responses to the feedback they receive during the writing process. This qualitative study involved 32 eleventh-grade students at SMAN 1 Warungkondang, West Java, Indonesia, in the 2024–2025 academic year. Data were collected through classroom observation, semi-structured interviews, and documentation of students’ writing drafts and revisions. The data were analyzed using qualitative descriptive analysis consisting of data reduction, data display, and conclusion drawing. The findings indicate that AI-powered feedback tools help students identify grammatical errors, improve vocabulary use, and increase awareness of sentence clarity in recount text writing. Students also reported higher engagement and motivation to revise their writing due to the immediacy of feedback. However, AI-generated feedback was found to be limited in addressing higher-order writing aspects such as coherence and content development, highlighting the importance of teacher guidance and peer feedback. Overall, the study concludes that AI- powered feedback tools can serve as an effective complementary resource in EFL writing instruction when integrated with pedagogical support.References
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Wibowo, A., Marbun, S., & Rahmawati, D. (2024). Peer feedback versus AI-generated feedback in Indonesian EFL writing. Journal of English Language Teaching, 11(2), 85–97.
Widiati, U., & Cahyono, B. Y. (2006). The teaching of EFL writing in the Indonesian context: The state of the art. Jurnal Ilmu Pendidikan, 13(3), 139–150.
Benali, H. (2021). The impact of automated writing evaluation on EFL students’ revision
quality. Journal of Language and Education, 7(2), 45–58.
Brown, H. D. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson Education.
Cantika, A. , Pratama, R., & Nugraha, D. (2020). Implementing Merdeka Belajar in Indonesian education: Opportunities and challenges. Journal of Educational Policy, 5(2), 101–110.
Chandra, S. I. L., Dollah, S., & Sakkir, G. (2024). An analysis of students’ strategies in writing recount text. EduLine: Journal of Education and Learning Innovation, 4(3), 376–385. https://doi.org/10.35877/454ri.eduline2873
Cotos, E. (2023). Artificial intelligence in second language writing assessment: Opportunities and limitations. Journal of Second Language Writing, 60, 100963. https://doi.org/10.1016/j.jslw.2023.100963
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Denzin, N. K. (1978). The research act: A theoretical introduction to sociological methods
(2nd ed.). McGraw-Hill.
Ferris, D. R. (2018). Response to student writing: Implications for second language students
(2nd ed.). University of Michigan Press.
Helmie, Jauhar. 2019. “Implementation Of Dialogue Journal In Teaching ( A Qualitative Case Study ).” (1): 81–94.
Helmie, Jauhar, Vina Nurviyani, and Arief Sugih W. 2024. “The Analysis of Language Variation Used in Interaction Among a Teacher and Students in the Teaching- Learning Processes of Reading.” 01(01): 1–17.
Hyland, K. (2003). Second language writing. Cambridge University Press. Hyland, K. (2016). Teaching and researching writing (3rd ed.). Routledge.
Hyland, K. (2019). Feedback in second language writing: Contexts and issues. Cambridge University Press.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Muamaroh, M., Mukti, V. C., & Haryanti, D. (2020). The process and problems of EFL learners in English writing. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 405–418. https://doi.org/10.30605/25409190.215
Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of artificial intelligence powered digital writing assistant in higher education: Randomized controlled trial. Heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014
Nurrina, Jauhar Helmie, and Halimah. 2018. “Pre-Service Teachers’ Corrective Feedback in Oral Interaction: A Comparison of Microteaching and Teaching Practicum.” International Seminar on Education and Development of Asia: 143–54.
Putra, A. R. (2023). EFL teachers’ perceptions of Grammarly and QuillBot in Indonesian
writing classrooms. Indonesian Journal of Applied Linguistics, 13(1), 112–123.
Rahman, H., Siregar, H., Yunita Siregar, D., Sukma, E., & Damanik, D. (2024). Using artificial intelligence (AI) ChatGPT as a writing tool: Based on EFL students’ perceptions. Humaniora Dan Seni (JISHS), 2(4), 754–760. http://jurnal.minartis.com/index.php/jishs
Safitri, N., & Sobah, N. (2025). Exploring Gen Z English teachers’ challenges on ChatGPT integration in language learning. LET: Linguistics, Literature and English Teaching Journal, 15(2). http://jurnal.uin-antasari.ac.id/index.php
Sriwulandari, L., & Pattiasina, P. J. (2025). Artificial intelligence and feedback practices in EFL writing classrooms. ELT Journal, 79(1), 45–57.
Sugiyono. (2020). Metodologi Penelitian Kuantitatif, Kualitatif dan R & D.
Wibowo, A., Marbun, S., & Rahmawati, D. (2024). Peer feedback versus AI-generated feedback in Indonesian EFL writing. Journal of English Language Teaching, 11(2), 85–97.
Widiati, U., & Cahyono, B. Y. (2006). The teaching of EFL writing in the Indonesian context: The state of the art. Jurnal Ilmu Pendidikan, 13(3), 139–150.
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2026-02-22
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