EXPLORING STUDENTS’ POINT OF VIEW IN AUTOMATED WRITING EVALUATION FOR WRITING SKILLS
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Abstract
The world of education continues to advance in line with this increasingly sophisticated era. Technology has now spread into various fields of learning, including learning to write. Various applications and tools have been created to support writing skills. Among them are Chat GPT and Grammarly, which are available as AWE tools and have been widely used by students as a medium to support writing. Therefore, the purpose of this study is to explore students' views on the use of AWE in supporting writing skills. A number of previous studies have analyzed the use of AWE in writing skills, but few have tested it using a phenomenological approach, and most were conducted outside Indonesia, where students have different experiences, needs, and backgrounds. This study addresses this gap by involving eight English Education students from Mercu Buana University in Yogyakarta. This study uses a qualitative method with a phenomenological approach, in which data is obtained through a semi-structured interview process with participants focusing on seven aspects, namely usage, usefulness, empowerment, critical thinking, evaluation, challenges, satisfaction, and recommendations. Recent findings show a positive view of the use of AWE in writing skills. Students view AWE as quite useful and able to increase confidence and critical thinking. However, there are several limitations to this tool, so its use is considered less than optimal.
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[1]
M. Y. Dafania and D. Dangin, “EXPLORING STUDENTS’ POINT OF VIEW IN AUTOMATED WRITING EVALUATION FOR WRITING SKILLS”, JURNAL EDUCATION AND DEVELOPMENT, vol. 14, no. 2, pp. 470-480, May 2026.
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References
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Astutik, I., Widiati, U., Ratri, D. P., Jonathans, P. M., Nurkamilah, N., Devanti, Y. M., & Harfal, Z. (2024). Transformative Practices: Integrating Automated Writing Evaluation in Higher Education Writing Classrooms - A Systematic Review. Indonesian Journal on Learning and Advanced Education (IJOLAE), 6, 423–441. https://doi.org/10.23917/ijolae.v6i3.23675
Bieser, J. (2022). CREATIVE THROUGH AI How artificial intelligence can support the development of new ideas (S. Schlaefli, Ed.). GDI Gottlieb Duttweiler Institute. https://doi.org/https://dx.doi.org/10.2139/ssrn.4610307
Bora, P. (2023). Importance of Writing Skill to Develop Students’ Communication Skill. Journal for Research Scholars and Professionals of English Language Teaching, 7(35). https://doi.org/10.54850/jrspelt.7.35.009
Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic analysis. In Handbook of Research Methods in Health Social Sciences (pp. 843–860). Springer Singapore. https://doi.org/10.1007/978-981-10-5251-4_103
Butchart, S., Forster, D., Gold, I., Bigelow, J., Korb, K., Oppy, G., & Serrenti, A. (2009). Improving Critical Thinking Using Web Based Argument Mapping Exercises With Automated Feedback. Australasian Journal of Educational Technology, 25(2), 268–291. https://doi.org/https://doi.org/10.14742/ajet.1154
Chen, C.-F. E., & Cheng, W.-Y. E. (2008). Beyond the Design of Automated Writing Evaluation: Pedagogical Practices and Perceived Learning Effectiveness in EFL Writing Classes. Language Learning & Technology, 12(2), 94–112. http://llt.msu.edu/vol12num2/chencheng/
Conijn, R., Martinez-Maldonado, R., Knight, S., Buckingham Shum, S., Van Waes, L., & van Zaanen, M. (2022). How to Provide Automated Feedback on the Writing Process? A Participatory Approach to Design Writing Analytics Tools. Computer Assisted Language Learning, 35(8), 1838–1868. https://doi.org/10.1080/09588221.2020.1839503
Cotos, E. (2011). Potential of Automated Writing Evaluation Feedback. CALICO Journal, 28(2), 420–459. http://lib.dr.iastate.edu/engl_pubs
Deep, P. Das, & Chen, Y. (2025). The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education. In Societies (Vol. 15, Issue 9). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/soc15090247
Defianty, M., Zulfa, S., & Mulyati, Y. F. (2024). Embedding Automated Writing Evaluation in Providing Formative Feedback. NOBEL: Journal of Literature and Language Teaching, 15(2), 155–170. https://doi.org/10.15642/nobel.2024.15.2.155-170
Dewi, U. (2022). Grammarly as Automated Writing Evaluation: Its Effectiveness from EFL Students’ Perceptions. Lingua Cultura, 16(2), 155–161. https://doi.org/10.21512/lc.v16i2.8315
Ding, L., Zou, D., & Kohnke, L. (2025). ChatGPT as an Automated Writing Evaluation Tool: How Students Perceive It and How It Affects Their Writing. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13775-3
Drajati, N. A., & Handayani, A. (2024). Trust in Automated Writing Evaluation (AWE) Multiple Case Study on Feedback Engagement and Literacy. Journal of English Language Teaching Innovations and Materials (Jeltim), 6(2), 125–144. https://doi.org/10.26418/jeltim.v6i2.83172
Durga, S. S., & Rao, C. S. (2018). Developing Students’ Writing Skills in English-A Process Approach. Journal for Research Scholars and Professionals of English Language Teaching, 2(6). http://www.jrspelt.com
Fan, N., & Ma, Y. (2022). The Effects of Automated Writing Evaluation (AWE) Feedback on Students’ English Writing Quality: A Systematic Literature Review. Language Teaching Research Quarterly, 28, 53–73. https://doi.org/10.32038/ltrq.2022.28.03
Fitria, T. N. (2024). Using ChatBot-Based Artificial Intelligence (AI) for Writing an English Essay: The Ability of ChatGPT, Perplexity AI, and ChatSonic. Journal of Language Intelligence and Culture, 6(2), 103–128. https://doi.org/10.35719/jlic.v6i2.139
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2017). How to Design and Evaluate Research in Education (8th ed.). McGraw-Hill.
Jasim, A. F. (2025). The Impact of Using Chat GPT and Grammarly on developing Iraqi EFL University Students’ Academic Essay Writing. Journal of Misan Researches, 21(41), 365–390. https://doi.org/10.52834/jmr.v21i41
Jitpaisarnwattana, N., & Saville, N. (2025). Autonomous Learning and Students’ Perceptions of Automated Writing Evaluation as a Tool to Improve Writing Skills. Technology in Language Teaching and Learning, 7(3). https://doi.org/10.29140/tltl.v7n3.102826
Kholis, A., Lisan, K. H., & Azmi, U. (2024). Empowering Students through AI: Integrating Artificial Intelligence (AI) Tools in Academic Writing Classes. The 5th International Conference on Teacher Education and Professional Development (InCoTEPD) in Collaboration with SEAMEO and JETA, 96–102. https://www.researchgate.net/publication/384501800
Li, J., Link, S., & Hegelheimer, V. (2015). Rethinking the Role of Automated Writing Evaluation (AWE) Feedback in ESL Writing Instruction. Journal of Second Language Writing, 27, 1–18. https://doi.org/10.1016/j.jslw.2014.10.004
Link, S., Dursun, A., Karakaya, K., & Hegelheimer, V. (2014). Towards Best ESL Practices for Implementing Automated Writing Evaluation. CALICO Journal, 31(3), 323–344. https://doi.org/10.11139/cj.31.3.323-344
Liu, W. (2024). A Systematic Review of Automated Writing Evaluation Feedback: Validity, Effects and Students’ Engagement. Language Teaching Research Quarterly, 45, 86–105. https://doi.org/10.32038/ltrq.2024.45.05
Manen, M. Van. (2016). Researching Lived Experience Second Edition. In Routledge (2nd ed.). Routledge.
Miranty, D., & Widiati, U. (2021). Automated Writing Evaluation (AWE) in Higher Education: Indonesian EFL Students’ Perceptions about Grammarly Use across Student Cohorts. Pegem Journal of Education and Instruction, 11(4), 126–137. https://doi.org/10.47750/pegegog.11.04.12
Miranty, D., Widiati, U., Cahyono, B. Y., & Sharif, T. I. S. T. (2023). Automated Writing Evaluation Tools for Indonesian Undergraduate English as a Foreign Language Students’ Writing. International Journal of Evaluation and Research in Education, 12(3), 1705–1715. https://doi.org/10.11591/ijere.v12i3.24958
Mohsen, M. A., & Alshahrani, A. (2019). The Effectiveness of Using A Hybrid Mode of Automated Writing Evaluation System on EFL Students’ Writing. Teaching English with Technology, 19(1), 118–131. http://www.tewtjournal.org
Nunes, A., Cordeiro, C., Limpo, T., & Castro, S. L. (2022). Effectiveness of Automated Writing Evaluation Systems in School Settings: A Systematic Review of Studies from 2000 to 2020. Journal of Computer Assisted Learning, 38(2), 599–620. https://doi.org/10.1111/jcal.12635
Palermo, C., & Wilson, J. (2020). Implementing Automated Writing Evaluation in Different Instructional Contexts: A Mixed-Methods Study. Journal of Writing Research, 12(1), 63–108. https://doi.org/10.17239/JOWR-2020.12.01.04
Parra, G. L., & Calero, S. X. (2019). Automated Writing Evaluation Tools in the Improvement of the Writing Skill. International Journal of Instruction, 12(2), 209–226. https://doi.org/10.29333/iji.2019.12214a
Phan, T. N. Le. (2023). Students’ Perceptions of the AI Technology Application in English Writing Classes. Proceedings of the AsiaCALL International Conference, 4, 45–62. https://doi.org/10.54855/paic.2344
Purnamasari, D., Hidayat, D. N., & Kurniawati, L. (2021). An Analysis of Students’ Writing Skill on English Descriptive Text. English Education: Jurnal Tadris Bahasa Inggris, 14(1), 101–114. https://ejournal.radenintan.ac.id/index.php/ENGEDU
Raheem, B. R., Anjum, F., & Ghafar, Z. N. (2023). Exploring the Profound Impact of Artificial Intelligence Applications (Quillbot, Grammarly and ChatGPT) on English Academic Writing: A Systematic Review. International Journal of Integrative Research (IJIR), 1(10), 599–622. https://doi.org/10.59890/ijir.v1i10.366
Ravshanovna, G. N. (2025). Developing Critical Thinking Skills Through Integrating of Artificial Intelligence Technologies in Reading and Writing at Fergana State University. Scientific Journal of the Fergana State University, 31(1). https://doi.org/10.56292/SJFSU/vol31_iss1/a6
Roscoe, R. D., Wilson, J., Johnson, A. C., & Mayra, C. R. (2017). Presentation, Expectations, and Experience: Sources of Student Perceptions of Automated Writing Evaluation. Computers in Human Behavior, 70, 207–221. https://doi.org/10.1016/j.chb.2016.12.076
Rosmayanti, V., Sulolipu, A. A., Ram, St. W., & Ridwan, N. H. (2025). AI-Assisted Language Writing: Leveraging Chat-GPT and Grammarly for Academic and Creative Writing. In V. Rosmayanti & S. Haryoko (Eds.), Revolutionizing Academic Writing And Language Learning With AI: an Educational Perspective (pp. 8–24). EUREKA MEDIA AKSARA. https://www.researchgate.net/publication/392030462
Schmidt-Fajlik, R. (2023). ChatGPT as a Grammar Checker for Japanese English Language Learners: A Comparison with Grammarly and ProWritingAid. AsiaCALL Online Journal, 14(1), 105–119. https://doi.org/10.54855/acoj.231417
Shadiev, R., & Feng, Y. (2024). Using Automated Corrective Feedback Tools in Language Learning: A Review Study. Interactive Learning Environments, 32(6), 2538–2566. https://doi.org/10.1080/10494820.2022.2153145
Taj, S., & Khan, M. A. (2024). Comparing Grammarly and Chat GPT for Automated Writing Evaluation of ESL Learners. Bahria University Journal of Humanities and Social Science, 7(2), 63–90. https://www.researchgate.net/publication/388926773_COMPARING_GRAMMARLY_AND_CHATGPT_FOR_AUTOMATED_WRITING_EVALUATION_OF_ESL_LEARNERS
Thomas, F. B. (2022). The Role of Purposive Sampling Technique as a Tool for Informal Choices in a Social Sciences in Research Methods. Just Agriculture, 2(5). www.justagriculture.in
Toar, D., Sumakul, Y. G., Hamied, A., & Sukyadi, D. (2022). Students’ Perceptions of the Use of AI in a Writing Class. Advances in Social Science, Education and Humanities Research, 624, 52–57. https://doi.org/10.2991/assehr.k.220201.009
Wei, P., Wang, X., & Dong, H. (2023). The Impact of Automated Writing Evaluation on Second Language Writing Skills of Chinese EFL Learners: A Randomized Controlled Trial. Frontiers in Psychology, 14, 1–11. https://doi.org/10.3389/fpsyg.2023.1249991
Wilson, J., Cruz Cordero, T., Potter, A., Myers, M., MacArthur, C. A., Beard, G., Fudge, E. A., Raiche, A., & Ahrendt, C. (2025). Recommendations for Integrating Automated Writing Evaluation with Evidence-Based Instructional Practices. International Journal of Changes in Education, 2(1), 46–54. https://doi.org/10.47852/bonviewijce42024011
Zhai, N., & Ma, X. (2023). The Effectiveness of Automated Writing Evaluation on Writing Quality: A Meta-Analysis. Journal of Educational Computing Research, 0(0), 1–26. https://doi.org/10.1177/07356331221127300
Alfianofita, A. (2025). Which Helps Me Better? Students’ Reasons of Using Online Grammar-Checking Tools in Academic Writing. Erudita: Journal of English Language Teaching, 5(1), 46–61. https://doi.org/10.28918/erudita.v5i1.10166
Alshehri, M. (2024). Integrating Automated Writing Evaluation into EFL Writing Practice. Research Square, 1–19. https://doi.org/10.21203/rs.3.rs-4793625/v1
Ashkinaze, J., Mendelsohn, J., Qiwei, L., Budak, C., & Gilbert, E. (2025). How AI Ideas Affect the Creativity, Diversity, and Evolution of Human Ideas: Evidence From a Large, Dynamic Experiment. Collective Intelligence Conference (CI 2025), 198–213. https://doi.org/10.1145/3715928.3737481
Astutik, I., Widiati, U., Ratri, D. P., Jonathans, P. M., Nurkamilah, N., Devanti, Y. M., & Harfal, Z. (2024). Transformative Practices: Integrating Automated Writing Evaluation in Higher Education Writing Classrooms - A Systematic Review. Indonesian Journal on Learning and Advanced Education (IJOLAE), 6, 423–441. https://doi.org/10.23917/ijolae.v6i3.23675
Bieser, J. (2022). CREATIVE THROUGH AI How artificial intelligence can support the development of new ideas (S. Schlaefli, Ed.). GDI Gottlieb Duttweiler Institute. https://doi.org/https://dx.doi.org/10.2139/ssrn.4610307
Bora, P. (2023). Importance of Writing Skill to Develop Students’ Communication Skill. Journal for Research Scholars and Professionals of English Language Teaching, 7(35). https://doi.org/10.54850/jrspelt.7.35.009
Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic analysis. In Handbook of Research Methods in Health Social Sciences (pp. 843–860). Springer Singapore. https://doi.org/10.1007/978-981-10-5251-4_103
Butchart, S., Forster, D., Gold, I., Bigelow, J., Korb, K., Oppy, G., & Serrenti, A. (2009). Improving Critical Thinking Using Web Based Argument Mapping Exercises With Automated Feedback. Australasian Journal of Educational Technology, 25(2), 268–291. https://doi.org/https://doi.org/10.14742/ajet.1154
Chen, C.-F. E., & Cheng, W.-Y. E. (2008). Beyond the Design of Automated Writing Evaluation: Pedagogical Practices and Perceived Learning Effectiveness in EFL Writing Classes. Language Learning & Technology, 12(2), 94–112. http://llt.msu.edu/vol12num2/chencheng/
Conijn, R., Martinez-Maldonado, R., Knight, S., Buckingham Shum, S., Van Waes, L., & van Zaanen, M. (2022). How to Provide Automated Feedback on the Writing Process? A Participatory Approach to Design Writing Analytics Tools. Computer Assisted Language Learning, 35(8), 1838–1868. https://doi.org/10.1080/09588221.2020.1839503
Cotos, E. (2011). Potential of Automated Writing Evaluation Feedback. CALICO Journal, 28(2), 420–459. http://lib.dr.iastate.edu/engl_pubs
Deep, P. Das, & Chen, Y. (2025). The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education. In Societies (Vol. 15, Issue 9). Multidisciplinary Digital Publishing Institute (MDPI). https://doi.org/10.3390/soc15090247
Defianty, M., Zulfa, S., & Mulyati, Y. F. (2024). Embedding Automated Writing Evaluation in Providing Formative Feedback. NOBEL: Journal of Literature and Language Teaching, 15(2), 155–170. https://doi.org/10.15642/nobel.2024.15.2.155-170
Dewi, U. (2022). Grammarly as Automated Writing Evaluation: Its Effectiveness from EFL Students’ Perceptions. Lingua Cultura, 16(2), 155–161. https://doi.org/10.21512/lc.v16i2.8315
Ding, L., Zou, D., & Kohnke, L. (2025). ChatGPT as an Automated Writing Evaluation Tool: How Students Perceive It and How It Affects Their Writing. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13775-3
Drajati, N. A., & Handayani, A. (2024). Trust in Automated Writing Evaluation (AWE) Multiple Case Study on Feedback Engagement and Literacy. Journal of English Language Teaching Innovations and Materials (Jeltim), 6(2), 125–144. https://doi.org/10.26418/jeltim.v6i2.83172
Durga, S. S., & Rao, C. S. (2018). Developing Students’ Writing Skills in English-A Process Approach. Journal for Research Scholars and Professionals of English Language Teaching, 2(6). http://www.jrspelt.com
Fan, N., & Ma, Y. (2022). The Effects of Automated Writing Evaluation (AWE) Feedback on Students’ English Writing Quality: A Systematic Literature Review. Language Teaching Research Quarterly, 28, 53–73. https://doi.org/10.32038/ltrq.2022.28.03
Fitria, T. N. (2024). Using ChatBot-Based Artificial Intelligence (AI) for Writing an English Essay: The Ability of ChatGPT, Perplexity AI, and ChatSonic. Journal of Language Intelligence and Culture, 6(2), 103–128. https://doi.org/10.35719/jlic.v6i2.139
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2017). How to Design and Evaluate Research in Education (8th ed.). McGraw-Hill.
Jasim, A. F. (2025). The Impact of Using Chat GPT and Grammarly on developing Iraqi EFL University Students’ Academic Essay Writing. Journal of Misan Researches, 21(41), 365–390. https://doi.org/10.52834/jmr.v21i41
Jitpaisarnwattana, N., & Saville, N. (2025). Autonomous Learning and Students’ Perceptions of Automated Writing Evaluation as a Tool to Improve Writing Skills. Technology in Language Teaching and Learning, 7(3). https://doi.org/10.29140/tltl.v7n3.102826
Kholis, A., Lisan, K. H., & Azmi, U. (2024). Empowering Students through AI: Integrating Artificial Intelligence (AI) Tools in Academic Writing Classes. The 5th International Conference on Teacher Education and Professional Development (InCoTEPD) in Collaboration with SEAMEO and JETA, 96–102. https://www.researchgate.net/publication/384501800
Li, J., Link, S., & Hegelheimer, V. (2015). Rethinking the Role of Automated Writing Evaluation (AWE) Feedback in ESL Writing Instruction. Journal of Second Language Writing, 27, 1–18. https://doi.org/10.1016/j.jslw.2014.10.004
Link, S., Dursun, A., Karakaya, K., & Hegelheimer, V. (2014). Towards Best ESL Practices for Implementing Automated Writing Evaluation. CALICO Journal, 31(3), 323–344. https://doi.org/10.11139/cj.31.3.323-344
Liu, W. (2024). A Systematic Review of Automated Writing Evaluation Feedback: Validity, Effects and Students’ Engagement. Language Teaching Research Quarterly, 45, 86–105. https://doi.org/10.32038/ltrq.2024.45.05
Manen, M. Van. (2016). Researching Lived Experience Second Edition. In Routledge (2nd ed.). Routledge.
Miranty, D., & Widiati, U. (2021). Automated Writing Evaluation (AWE) in Higher Education: Indonesian EFL Students’ Perceptions about Grammarly Use across Student Cohorts. Pegem Journal of Education and Instruction, 11(4), 126–137. https://doi.org/10.47750/pegegog.11.04.12
Miranty, D., Widiati, U., Cahyono, B. Y., & Sharif, T. I. S. T. (2023). Automated Writing Evaluation Tools for Indonesian Undergraduate English as a Foreign Language Students’ Writing. International Journal of Evaluation and Research in Education, 12(3), 1705–1715. https://doi.org/10.11591/ijere.v12i3.24958
Mohsen, M. A., & Alshahrani, A. (2019). The Effectiveness of Using A Hybrid Mode of Automated Writing Evaluation System on EFL Students’ Writing. Teaching English with Technology, 19(1), 118–131. http://www.tewtjournal.org
Nunes, A., Cordeiro, C., Limpo, T., & Castro, S. L. (2022). Effectiveness of Automated Writing Evaluation Systems in School Settings: A Systematic Review of Studies from 2000 to 2020. Journal of Computer Assisted Learning, 38(2), 599–620. https://doi.org/10.1111/jcal.12635
Palermo, C., & Wilson, J. (2020). Implementing Automated Writing Evaluation in Different Instructional Contexts: A Mixed-Methods Study. Journal of Writing Research, 12(1), 63–108. https://doi.org/10.17239/JOWR-2020.12.01.04
Parra, G. L., & Calero, S. X. (2019). Automated Writing Evaluation Tools in the Improvement of the Writing Skill. International Journal of Instruction, 12(2), 209–226. https://doi.org/10.29333/iji.2019.12214a
Phan, T. N. Le. (2023). Students’ Perceptions of the AI Technology Application in English Writing Classes. Proceedings of the AsiaCALL International Conference, 4, 45–62. https://doi.org/10.54855/paic.2344
Purnamasari, D., Hidayat, D. N., & Kurniawati, L. (2021). An Analysis of Students’ Writing Skill on English Descriptive Text. English Education: Jurnal Tadris Bahasa Inggris, 14(1), 101–114. https://ejournal.radenintan.ac.id/index.php/ENGEDU
Raheem, B. R., Anjum, F., & Ghafar, Z. N. (2023). Exploring the Profound Impact of Artificial Intelligence Applications (Quillbot, Grammarly and ChatGPT) on English Academic Writing: A Systematic Review. International Journal of Integrative Research (IJIR), 1(10), 599–622. https://doi.org/10.59890/ijir.v1i10.366
Ravshanovna, G. N. (2025). Developing Critical Thinking Skills Through Integrating of Artificial Intelligence Technologies in Reading and Writing at Fergana State University. Scientific Journal of the Fergana State University, 31(1). https://doi.org/10.56292/SJFSU/vol31_iss1/a6
Roscoe, R. D., Wilson, J., Johnson, A. C., & Mayra, C. R. (2017). Presentation, Expectations, and Experience: Sources of Student Perceptions of Automated Writing Evaluation. Computers in Human Behavior, 70, 207–221. https://doi.org/10.1016/j.chb.2016.12.076
Rosmayanti, V., Sulolipu, A. A., Ram, St. W., & Ridwan, N. H. (2025). AI-Assisted Language Writing: Leveraging Chat-GPT and Grammarly for Academic and Creative Writing. In V. Rosmayanti & S. Haryoko (Eds.), Revolutionizing Academic Writing And Language Learning With AI: an Educational Perspective (pp. 8–24). EUREKA MEDIA AKSARA. https://www.researchgate.net/publication/392030462
Schmidt-Fajlik, R. (2023). ChatGPT as a Grammar Checker for Japanese English Language Learners: A Comparison with Grammarly and ProWritingAid. AsiaCALL Online Journal, 14(1), 105–119. https://doi.org/10.54855/acoj.231417
Shadiev, R., & Feng, Y. (2024). Using Automated Corrective Feedback Tools in Language Learning: A Review Study. Interactive Learning Environments, 32(6), 2538–2566. https://doi.org/10.1080/10494820.2022.2153145
Taj, S., & Khan, M. A. (2024). Comparing Grammarly and Chat GPT for Automated Writing Evaluation of ESL Learners. Bahria University Journal of Humanities and Social Science, 7(2), 63–90. https://www.researchgate.net/publication/388926773_COMPARING_GRAMMARLY_AND_CHATGPT_FOR_AUTOMATED_WRITING_EVALUATION_OF_ESL_LEARNERS
Thomas, F. B. (2022). The Role of Purposive Sampling Technique as a Tool for Informal Choices in a Social Sciences in Research Methods. Just Agriculture, 2(5). www.justagriculture.in
Toar, D., Sumakul, Y. G., Hamied, A., & Sukyadi, D. (2022). Students’ Perceptions of the Use of AI in a Writing Class. Advances in Social Science, Education and Humanities Research, 624, 52–57. https://doi.org/10.2991/assehr.k.220201.009
Wei, P., Wang, X., & Dong, H. (2023). The Impact of Automated Writing Evaluation on Second Language Writing Skills of Chinese EFL Learners: A Randomized Controlled Trial. Frontiers in Psychology, 14, 1–11. https://doi.org/10.3389/fpsyg.2023.1249991
Wilson, J., Cruz Cordero, T., Potter, A., Myers, M., MacArthur, C. A., Beard, G., Fudge, E. A., Raiche, A., & Ahrendt, C. (2025). Recommendations for Integrating Automated Writing Evaluation with Evidence-Based Instructional Practices. International Journal of Changes in Education, 2(1), 46–54. https://doi.org/10.47852/bonviewijce42024011
Zhai, N., & Ma, X. (2023). The Effectiveness of Automated Writing Evaluation on Writing Quality: A Meta-Analysis. Journal of Educational Computing Research, 0(0), 1–26. https://doi.org/10.1177/07356331221127300