Exploring How AI-Powered Feedback Enhances Students’ Writing Performance and Motivation in the Process Approach

Abstract

This study investigates the impact of AI-powered feedback on students’ writing performance and motivation within the process writing approach. Sixty undergraduate students were divided into two groups: the experimental group received real-time feedback using AI tools such as Grammarly and ProWritingAid, while the control group relied on traditional instructor feedback. Writing performance was evaluated through pre-test and post-test assessments using rubrics focusing on grammar, coherence, organisation, and content quality. Student reflections were collected after the post-test to gain insights into their experiences with AI tools. The results indicate that students in the AI-supported group showed significant improvements across all writing dimensions, with particularly high gains in coherence and content quality. AI feedback reduced students’ anxiety, encouraging iterative revisions and fostering engagement. However, the findings also highlight limitations, as students reported that AI feedback focused primarily on technical aspects, providing limited guidance for creativity and argumentation. This study concludes that while AI-powered feedback enhances technical proficiency and motivation, a hybrid feedback model integrating instructor input is essential for addressing higher-order writing skills. Future research should explore the longterm effects of AI tools on student motivation and investigate their potential to foster creativity and critical thinking.

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