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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) · pp. 473–491

DOI
10.15294/lc.v21i2.58110
ISSN
2460-853X, 1858-0157
Published
2026-10-21
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

40 authors · 109 co-authorship links · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Muhammad Syukri SadimantaraUniversitas Halu Oleo11
SRI REJEKIUniversitas Halu Oleo10
RH Fitri FaradillaAffiliation unknown10
Ansharullah AnsharullahUniversitas Halu Oleo8
Andi KhaeruniUniversitas Halu Oleo7
Hermanto HermantoUniversitas Halu Oleo6
Asnani AsnaniAffiliation unknown5
LA KARIMUNAUniversitas Halu Oleo4
Sigit PriatmokoState University of Semarang4
Tamrin TamrinUniversitas Halu Oleo3
Rudi HartonoAffiliation unknown3
Subiyanto Hadi SaputroAffiliation unknown3
Zuraidah ZuraidahAffiliation unknown3
Nur AsyikUniversitas Halu Oleo2
Sarinah SarinahAffiliation unknown2
Zulfa SakhiyyaAffiliation unknown2
Januarius MujiyantoAffiliation unknown2
Rahayu Puji HaryantiAffiliation unknown2
Yuni Dwi SusantiAffiliation unknown2
Abdurrachman FaridiAffiliation unknown2
Sri KadarwatiState University of Semarang2
F. ‪Widhi MahatmantiAffiliation unknown2
Harjito HarjitoAffiliation unknown2
Agung Tri PrasetyaState University of Semarang2
Jumaeri JumaeriAffiliation unknown2
Sri Wuli FitriatiAffiliation unknown2
Sri Endah WahyuningsihAffiliation unknown2
Muh Fakhrihun Na'amAffiliation unknown2
Kurnia FebiantiAffiliation unknown2
Sudawan SupriadiAffiliation unknown2
T. Mulkan SafriAffiliation unknown2
Mursyidin MursyidinAffiliation unknown2
Nurul HidayatiAffiliation unknown1
Rudi TriyonoAffiliation unknown1
Rindi Anti Nur FadhilahAffiliation unknown1
Safrika SafrikaAffiliation unknown1
Bagio BagioAffiliation unknown1
Rezqi MaliaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/LC/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (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>
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	<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>
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