The Effectiveness of COW through the AI Writing Assistant Platform: Moderating Self-Efficacy and Digital Literacy in English Language

Firlia Nurul Anisa; Mohammad Sofyan Adi Pranata

doi:10.61860/jigp.v5i1.422

Authors

Firlia Nurul Anisa Nurul Jadid University, Probolinggo, East Java
Mohammad Sofyan Adi Pranata Nurul Jadid University, Probolinggo, East Java

DOI:

https://doi.org/10.61860/jigp.v5i1.422

Keywords:

AI-Based Writing Assistant; Online Collaborative; Digital Literacy; Self Confidence; Writing Skills

Abstract

Writing skills are essential in English as a Foreign Language (EFL) learning, yet many high school students experience difficulties in generating ideas, organizing texts, and revising their writing effectively. Integrating Artificial Intelligence (AI) Writing Assistants with Collaborative Online Writing (COW) offers a promising approach to enhancing writing performance through collaborative and process-oriented learning. This study investigates the effectiveness of AI-assisted COW in improving students' English writing skills, with self-efficacy and digital literacy examined as moderating variables. A quantitative approach employing a quasi-experimental non-equivalent control group design was adopted. Participants consisted of eleventh-grade public high school students assigned to experimental and control groups. Data were collected through pre- and post-writing tests, self-efficacy questionnaires, and digital literacy questionnaires, then analyzed using inferential statistics and moderation regression analysis. The results revealed that students receiving AI-assisted COW achieved significantly greater improvements in writing skills than those in the control group, with a substantial effect size. Moreover, self-efficacy and digital literacy significantly strengthened the positive relationship between AI-assisted COW and writing achievement, indicating that students with higher levels of both variables gained greater learning benefits. These findings demonstrate that integrating collaborative online writing with AI technology effectively enhances EFL students' writing skills while highlighting the importance of fostering self-efficacy and digital literacy to maximize learning outcomes.

Downloads

Download data is not yet available.

References

Ahmady, S., Kohan, N., Mirmoghtadaie, Z. S., Hamidi, H., Sabet Divshali, B., Rakhshani, T., & Khani Jeihooni, A. (2023). Designing and psychometric analysis of an instrument to assess learning process in a virtual environment. Smart Learning Environments, 10(1), 35. https://doi.org/10.1186/s40561-023-00254-w

Allagui, B. (2024). A scaffolding intervention to improve self-efficacy in source-based argumentative writing. Frontiers in Psychology, 15(November), 1–14. https://doi.org/10.3389/fpsyg.2024.1454104

Alqasham, F. H. (2022). Investigating English as a foreign language learners’ perceptions, emotions, and performance during online collaborative writing. Frontiers in Psychology, 13(September), 1–13. https://doi.org/10.3389/fpsyg.2022.954011

Busse, V., Graham, S., Müller, N., & Utesch, T. (2023). Understanding the interplay between text quality, writing self-efficacy and writing anxiety in learners with and without migration background. Frontiers in Psychology, 14(May). https://doi.org/10.3389/fpsyg.2023.1130149

Chen, W., Liu, D., & Lin, C. (2023). Collaborative peer feedback in L2 writing: Affective, behavioral, cognitive, and social engagement. Frontiers in Psychology, 14(January). https://doi.org/10.3389/fpsyg.2023.1078141

Dabbous, M., Sakr, F., Safwan, J., Akel, M., Malaeb, D., Rahal, M., & Kawtharani, A. (2023). Instructional educational games in pharmacy experiential education: a quasi-experimental assessment of learning outcomes, students’ engagement and motivation. BMC Medical Education, 23(1), 753. https://doi.org/10.1186/s12909-023-04742-y

Getenet, S., Cantle, R., Redmond, P., & Albion, P. (2024). Students’ digital technology attitude, literacy and self-efficacy and their effect on online learning engagement. International Journal of Educational Technology in Higher Education, 21(1), 3. https://doi.org/10.1186/s41239-023-00437-y

Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R. In Classroom Companion: Business: Vol. Part F9796. Springer International Publishing. https://doi.org/10.1007/978-3-030-80519-7

Han, J., & Li, M. (2024). Exploring ChatGPT-supported teacher feedback in the EFL context. System, 126(April), 103502. https://doi.org/10.1016/j.system.2024.103502

He, W., & Gao, Y. (2023). Explicating peer feedback quality and its impact on feedback implementation in EFL writing. Frontiers in Psychology, 14(July). https://doi.org/10.3389/fpsyg.2023.1177094

Huang, Y., & Zhang, L. J. (2022). Facilitating L2 writers’ metacognitive strategy use in argumentative writing using a process-genre approach. Frontiers in Psychology, 13(November), 1–17. https://doi.org/10.3389/fpsyg.2022.1036831

Li, A. W., & Hebert, M. (2024). Unpacking an online peer-mediated and self-reflective revision process in second-language persuasive writing. Reading and Writing, 37(6), 1545–1573. https://doi.org/10.1007/s11145-023-10466-8

Li, Y. (2023). The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners. Frontiers in Psychology, 14(June), 1–15. https://doi.org/10.3389/fpsyg.2023.1165221

McGrath, C., Cerratto Pargman, T., Juth, N., & Palmgren, P. J. (2023). University teachers’ perceptions of responsibility and artificial intelligence in higher education - An experimental philosophical study. Computers and Education: Artificial Intelligence, 4(March), 100139. https://doi.org/10.1016/j.caeai.2023.100139

Qin, C., Zhang, R., & Xiao, Y. (2022). A questionnaire-based validation of metacognitive strategies in writing and their predictive effects on the writing performance of English as foreign language student writers. Frontiers in Psychology, 13(December), 1–14. https://doi.org/10.3389/fpsyg.2022.1071907

Rasool, U., Qian, J., & Aslam, M. Z. (2023). An investigation of foreign language writing anxiety and its reasons among pre-service EFL teachers in Pakistan. Frontiers in Psychology, 13(1995). https://doi.org/10.3389/fpsyg.2022.947867

Sari, E., & Han, T. (2024). The impact of automated writing evaluation on English as a foreign language learners’ writing self‐efficacy, self‐regulation, anxiety, and performance. Journal of Computer Assisted Learning, 40(5), 2065–2080. https://doi.org/10.1111/jcal.13004

Shahsavar, Z., Kafipour, R., Khojasteh, L., & Pakdel, F. (2024). Is artificial intelligence for everyone? Analyzing the role of ChatGPT as a writing assistant for medical students. Frontiers in Education, 9(December), 1–10. https://doi.org/10.3389/feduc.2024.1457744

Shen, C., Shi, P., Guo, J., Xu, S., & Tian, J. (2023). From process to product: writing engagement and performance of EFL learners under computer-generated feedback instruction. Frontiers in Psychology, 14(October), 1–13. https://doi.org/10.3389/fpsyg.2023.1258286

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14(December). https://doi.org/10.3389/fpsyg.2023.1260843

Sun, Q., & Zhang, L. J. (2022). Understanding learners’ metacognitive experiences in learning to write in English as a foreign language: A structural equation modeling approach. Frontiers in Psychology, 13(September), 1–18. https://doi.org/10.3389/fpsyg.2022.986301

Xu, T. S., & Zhang, L. J. (2023). Effects of cognitive task complexity and online planning on second language learners’ argumentative writing. Frontiers in Psychology, 14(August), 1–13. https://doi.org/10.3389/fpsyg.2023.1121994

Yan, D., & Zhang, S. (2024). L2 writer engagement with automated written corrective feedback provided by ChatGPT: A mixed-method multiple case study. Humanities and Social Sciences Communications, 11(1), 1086. https://doi.org/10.1057/s41599-024-03543-y

Ye, W., & Liu, J. (2023). Exploring and modeling the reading-writing connection in EFL integrated writing. Frontiers in Psychology, 14(July), 1–12. https://doi.org/10.3389/fpsyg.2023.1161272

Yu, Y., & Zhou, D. (2022). Understanding Chinese EFL learners’ anxiety in second language writing for the sustainable development of writing skills. Frontiers in Psychology, 13(November), 1–17. https://doi.org/10.3389/fpsyg.2022.1010010

Zhang, J., & Zhang, L. J. (2024). Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning. System, 122(August 2023), 103253. https://doi.org/10.1016/j.system.2024.103253