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Comparing AI-Assisted Feedback and Collaborative Digital Writing for Improving Argumentative Writing among Indonesian EFL Students

Language Circle: Journal of Language and Literature · Vol. 21 No. 2 (2026) · hlm. 473–491

DOI
10.15294/lc.v21i2.58110
ISSN
2460-853X, 1858-0157
Terbit
2026-10-21
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Digital technologies offer EFL learners new forms of feedback and collaboration in writing instruction, yet empirical evidence comparing AI-assisted feedback and collaborative digital writing remains limited, particularly in secondary-school contexts. This study compared the effectiveness of AI-assisted feedback and collaborative digital writing in improving Indonesian EFL students’ argumentative writing and explored the learning experiences underlying the quantitative outcomes. An explanatory sequential mixed-methods design was employed with 37 tenth-grade students from two intact classes. Students in the AI-assisted feedback group revised their argumentative essays using Grammarly, while those in the collaborative digital writing group worked collaboratively through Google Docs. Quantitative data were analyzed using paired- and independent-samples t-tests, while interview data were analyzed thematically to explain the observed patterns. Both groups demonstrated significant improvement in argumentative writing performance, with the AI-assisted feedback group showing greater overall improvement. However, qualitative findings indicated that the two approaches supported different dimensions of writing development. AI-assisted feedback facilitated immediate revision, linguistic accuracy, and independent monitoring, whereas collaborative digital writing promoted idea generation, negotiation of meaning, peer interaction, and argument development. These findings suggest that although AI-assisted feedback produced stronger overall learning outcomes, collaborative digital writing provided complementary pedagogical benefits. Teachers may therefore select or combine digital writing approaches according to specific instructional objectives and learners’ needs.

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  • Universitas Halu Oleo
  • State University of Semarang
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Rekan penulisOrganisasiArtikel bersama
SRI REJEKIUniversitas Halu Oleo15
Muhammad Syukri SadimantaraUniversitas Halu Oleo14
RH Fitri FaradillaAfiliasi tidak diketahui12
Ansharullah AnsharullahUniversitas Halu Oleo10
Andi KhaeruniUniversitas Halu Oleo8
Hermanto HermantoAfiliasi tidak diketahui7
Nur AsyikUniversitas Halu Oleo6
Asnani AsnaniAfiliasi tidak diketahui6
Tamrin TamrinUniversitas Halu Oleo5
La KarimunaAfiliasi tidak diketahui4
Prima Endang SusilowatiAfiliasi tidak diketahui4
Sigit PriatmokoState University of Semarang4
Sarinah SarinahAfiliasi tidak diketahui3
Rudi HartonoAfiliasi tidak diketahui3
Subiyanto Hadi SaputroAfiliasi tidak diketahui3
Zuraidah ZuraidahAfiliasi tidak diketahui3
Thamrin AzisAfiliasi tidak diketahui2
Mashuni MashuniAfiliasi tidak diketahui2
Muhammad Zakir MuzakkarAfiliasi tidak diketahui2
Abdu Rahman BacoAfiliasi tidak diketahui2
Kobajashi Togo IsamuAfiliasi tidak diketahui2
Zulfa SakhiyyaAfiliasi tidak diketahui2
Januarius MujiyantoAfiliasi tidak diketahui2
Rahayu Puji HaryantiAfiliasi tidak diketahui2
Yuni Dwi SusantiAfiliasi tidak diketahui2
Abdurrachman FaridiAfiliasi tidak diketahui2
Sri KadarwatiState University of Semarang2
F. ‪Widhi MahatmantiAfiliasi tidak diketahui2
Harjito HarjitoAfiliasi tidak diketahui2
Agung Tri PrasetyaState University of Semarang2
Jumaeri JumaeriAfiliasi tidak diketahui2
Sri Wuli FitriatiAfiliasi tidak diketahui2
Sri Endah WahyuningsihAfiliasi tidak diketahui2
Muh Fakhrihun Na'amAfiliasi tidak diketahui2
Kurnia FebiantiAfiliasi tidak diketahui2
Safrika SafrikaAfiliasi tidak diketahui1
Bagio BagioAfiliasi tidak diketahui1
Rezqi MaliaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LC/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 5 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Comparing AI-Assisted Feedback and Collaborative Digital Writing for Improving Argumentative Writing among Indonesian EFL Students</dc:title>
	<dc:creator xml:lang="en">Galih Narendra Adhiatna</dc:creator>
	<dc:creator xml:lang="en">Wahyuni, Sri</dc:creator>
	<dc:subject xml:lang="en">AI-assisted feedback</dc:subject>
	<dc:subject xml:lang="en">argumentative writing</dc:subject>
	<dc:subject xml:lang="en">collaborative digital writing</dc:subject>
	<dc:subject xml:lang="en">EFL writing</dc:subject>
	<dc:subject xml:lang="en">technology-enhanced language learning</dc:subject>
	<dc:description xml:lang="en">Digital technologies offer EFL learners new forms of feedback and collaboration in writing instruction, yet empirical evidence comparing AI-assisted feedback and collaborative digital writing remains limited, particularly in secondary-school contexts. This study compared the effectiveness of AI-assisted feedback and collaborative digital writing in improving Indonesian EFL students’ argumentative writing and explored the learning experiences underlying the quantitative outcomes. An explanatory sequential mixed-methods design was employed with 37 tenth-grade students from two intact classes. Students in the AI-assisted feedback group revised their argumentative essays using Grammarly, while those in the collaborative digital writing group worked collaboratively through Google Docs. Quantitative data were analyzed using paired- and independent-samples t-tests, while interview data were analyzed thematically to explain the observed patterns. Both groups demonstrated significant improvement in argumentative writing performance, with the AI-assisted feedback group showing greater overall improvement. However, qualitative findings indicated that the two approaches supported different dimensions of writing development. AI-assisted feedback facilitated immediate revision, linguistic accuracy, and independent monitoring, whereas collaborative digital writing promoted idea generation, negotiation of meaning, peer interaction, and argument development. These findings suggest that although AI-assisted feedback produced stronger overall learning outcomes, collaborative digital writing provided complementary pedagogical benefits. Teachers may therefore select or combine digital writing approaches according to specific instructional objectives and learners’ needs.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-10-21</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/LC/article/view/58110</dc:identifier>
	<dc:identifier>10.15294/lc.v21i2.58110</dc:identifier>
	<dc:source xml:lang="en">Language Circle: Journal of Language and Literature; Vol. 21 No. 2 (2026): Reguler Edition of October 2026; 473 - 491</dc:source>
	<dc:source>2460-853X</dc:source>
	<dc:source>1858-0157</dc:source>
	<dc:source>10.15294/lc.v21i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/LC/article/view/58110/11952</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Language Circle: Journal of Language and Literature</dc:rights>
</oai_dc:dc>