Disertasi

The impact of the integration of automated feedback into dynamic assessment on students’ writing ability across autonomy levels / Indri Astutik

Abstrak
This study examined the impacts of integrating automated feedback into dynamic assessment on students writing ability with three primary objectives. The first objective was to investigate whether this integration significantly enhanced students writing ability compared to conventional teacher feedback. The second objective was to determine whether the level of learner autonomy (LA) influenced the effectiveness of integrating automated feedback into dynamic assessment on students rsquo writing ability. The third objective aimed to determine whether there was a significant interaction among the integration of automated feedback into dynamic assessment learner autonomy and students writing ability. To address these objectives the research employed a factorial-experimental design. The experimental group consisting of 12 students received integrated automated writing evaluation into dynamic assessment while the control group consisting of 13 students received conventional teacher feedback over the course of one semester in an essay writing class. This design allowed for a comprehensive analysis of the effects of the intervention and the moderating role of learner autonomy. The findings of this study based on statistical analyses revealed several key insights. First the integration of automated feedback into dynamic assessment significantly improved students writing ability compared to conventional teacher feedback demonstrating the effectiveness of this combined approach. Second students with higher levels of autonomy showed greater improvements in their writing suggesting that autonomy played a crucial role in enhancing their engagement with and benefit from the integrated automated feedback and dynamic assessment. However the study found no significant interaction effect between learner autonomy and the instructional methods. This indicates that although autonomy played a role in improving writing ability the combined intervention of automated feedback and dynamic assessment did not lead to different levels of writing improvement based on varying levels of autonomy. In other words the effectiveness of the integration of automated feedback into dynamic assessment on writing ability was consistent across different levels of learner autonomy. The findings highlighted the significance of integrating automated feedback and dynamic assessment in the writing course demonstrating their effectiveness in enhancing students writing abilities. These results emphasized the importance of fostering learner autonomy in language education to maximize the benefits of such advanced instructional tools. Although the study found no significant interaction effect between learner autonomy and the instructional methods indicating that the effectiveness of the combined intervention did not vary with different levels of autonomy there was a notable trend students with high autonomy tended to obtain higher scores while those with low autonomy tended to obtain lower scores. This observation suggests that while the integration of automated feedback and dynamic assessment was consistently effective regardless of autonomy levels fostering learner autonomy remains crucial. High autonomy facilitated better writing performance indicating that autonomous learners are more likely to benefit from advanced instructional strategies. Thus even though the interaction effect was not significant promoting learner autonomy is essential for optimizing the impact of instructional tools and improving overall educational outcomes.

Informasi Detail

DDC

Rd 421 AST i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

xv, 137 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00191/RD/25

Edisi

Disertasi(Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - MENULIS
2. ENGLISH - WRITING

Pembimbing

1. Prof. Drs. Bambang Yudi Cahyono, M.pd, M.a., Ph.d.; 2. Prof. Dra. Hj. Utami Widiati, M.a., Ph.d.; 3. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d

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