SECONDARY STUDENTS’ CYCLICAL SELF-ASSESSMENT PROCESS MEDIATED BY GRAMMARLY IN RECOUNT TEXT WRITING
Main Article Content
Abstract
This research examines the cyclical self-assessment process in an English language learning class facilitated by Artificial Intelligence (AI). Guided by the research question, “How did secondary students of writing proficiency participate in a repetitive self-assessment procedure in Writing with the assistance of Artificial Intelligence?” This research uses a narrative inquiry method to collect data from three middle school students with writing proficiency levels at Angkasa Adisucipto Yogyakarta High School. Data was collected through reflective notes and interviews. Thematic analysis was used to analyze the data. This research produced two critical findings. Initially, three middle school students with varying levels of writing ability participated in different phases of a self-assessment cycle, which was influenced by two main factors: their drive to learn and their belief in artificial intelligence (AI). The higher a high school student's level of motivation, the more likely they will actively seek outside input. Additionally, their belief in Automated Written Corrective Feedback (AWCF) and Automated Writing Evaluation (AWE) motivates them to participate in assessment and revision processes that facilitate a cyclical self-evaluation process to improve their learning outcomes. Artificial Intelligence (AI) has the potential to enable highly efficient iterative self-evaluation procedures with diverse functions. These findings imply that integrating AI tools like Grammarly in writing instruction can enhance self-assessment efficacy, but educators must address feedback literacy and the limitations of AI-generated feedback. Future research should explore larger sample sizes and diverse contexts to generalize findings.
Keywords: English Learning; Artificial Intelligence; Self-Assessment; Secondary Students.
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References
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Andriani, L., Syihabuddin, S., Sastromiharjo, A., & Anshori, D. (2023). Pengaruh proses menulis dan kognitif terhadap kemampuan menulis teks naratif siswa. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 6(2), 275–288.
Anis, M. I., & Hasan, M. M. (2025). From reflection to practice: A qualitative study of teaching practicum experiences. EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran, 10(1), 13–26.
Apridayani, A., Han, W., & Sakkanayok, K. (2024). Enhancing English writing competence in higher education: A comparative study of teacher-only assessment versus teacher and student self-assessment approaches. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 37.
Barrot, J. S. (2021). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1936071
Bazán-Ramírez, A., Capa-Luque, W., Chávez-Nava, R., Dávila-Navarro, M. C., Ango-Aguilar, H., Hervias-Guerra, E., & Bello-Vidal, C. (2025, January). Self-assessment of didactic performance of psychology and education professors in Mexico and Peru. Frontiers in Education, 9, 1499598. Frontiers Media SA.
Bram, B., & Angelina, P. (2022). Indonesian tertiary education students’ academic writing setbacks and solutions. International Journal of Language Education, 6(3), 267–280. https://doi.org/10.26858/ijole.v6i3.22043
Bushi, J., & Aliaj, A. (2024). A review on the role of feedback in foreign language teaching. In 10th International European Congress on Advanced Studies in Basic Sciences (pp. 705–715).
Clayton Bernard, R., & Kermarrec, G. (2025). Peer- and self-assessment in collaborative online language-learning tasks: The role of modes and phases of regulation of learning. European Journal of Psychology of Education, 40(1), 7.
Chen, S. Y., & Tseng, Y. F. (2021). The impacts of scaffolding e-assessment English learning: A cognitive style perspective. Computer Assisted Language Learning, 34(8), 1105-1127. https://doi.org/10.1080/09588221.2019.1661853
Christou, P. A. (2022). How to use thematic analysis in qualitative research. Journal of Qualitative Research in Tourism, 3(2), 79–95.
Chung, H. Q., Chen, V., & Olson, C. B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34(7), 1885–1913.
Fancourt, D., Aughterson, H., Finn, S., Walker, E., & Steptoe, A. (2021). How leisure activities affect health: A narrative review and multi-level theoretical framework of mechanisms of action. The Lancet Psychiatry, 8(4), 329–339.
Flournoy, E. L., & Bauman, L. C. (2021). Collaborative assessment: Using self-assessment and reflection for student learning and program development. Canadian Journal for the Scholarship of Teaching and Learning, 12(1), Article n1.
Gupta, N., Gupta, S. K., Pathak, R. K., Jain, V., Rashidi, P., & Suri, J. S. (2022). Human activity recognition in artificial intelligence framework: A narrative review. Artificial Intelligence Review, 55(6), 4755–4808.
Izza, N. N., Rusydiana, A. S., & Avedta, S. (2021). A qualitative review on halal tourism: NVivo approach. Halal Tourism and Pilgrimage, 1(1).
Jansen, T., Meyer, J., Fleckenstein, J., Horbach, A., Keller, S., & Möller, J. (2024). Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions. Learning and Instruction, 89, 101847.
Jiang, L., & Yu, S. (2022). Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers. Computer Assisted Language Learning, 35(7), 1329–1353. https://doi.org/10.1080/09588221.2020.1799824
Jusslind, S., & Widlund, A. (2021). Academic writing workshop-ing to support students writing bachelor’s and master’s theses: A more-than-human approach. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1973409
Karaman, P. (2021). The impact of self-assessment on academic performance: A meta-analysis study. International Journal of Research in Education and Science, 7(4), 1151–1166.
Li, L., & Kim, M. (2024). It is like a friend to me: Critical usage of automated feedback systems by self-regulating English learners in higher education. Australasian Journal of Educational Technology, 40(1), 1–18.
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.
Lochmiller, C. R. (2021). Conducting thematic analysis with qualitative data. The Qualitative Report, 26(6), 2029–2044.
Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of artificial intelligence-powered digital writing assistant in higher education: Randomized controlled Shang trial. Heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014
Panadero, E., Fernández-Ruiz, J., & Sánchez-Iglesias, I. (2020). Secondary education students’ self-assessment: The effects of feedback, subject matter, year level, and gender. Assessment in Education: Principles, Policy & Practice, 27(6), 607–634. https://doi.org/10.1080/0969594X.2020.1835823
Pino Gavidia, L. A., & Adu, J. (2022). Critical narrative inquiry: An examination of a methodological approach. International Journal of Qualitative Methods, 21, 16094069221081594.
Rameli, M. R. M., Alhassora, N. S. A., Mazlan, A. N., Hoon, T. S., Mohamed, S. R., & Hong, J. B. Z. (2025). Relationship between self-regulated learning with academic buoyancy: A case study among Malaysia FELDA secondary school students. Journal of Advanced Research in Applied Sciences and Engineering Technology, 45(1), 202–214.
Ratnawati, R. (2023). EFL students' language accuracy development through self-assessment from online written feedback: How do they experience and perceive it?
Rejeki, S. (2023). Students’ perceived knowledge of using Grammarly application in academic writing (Master’s thesis, FITK UIN Syarif Hidayatullah Jakarta).
Safeek, N. M. M., & Hock, K. E. (2024). Teachers' positive feedback practices on struggling readers in junior secondary. Muallim Journal of Social Sciences and Humanities, 8(1), 86–103.
Sajadi, S., Huerta, M. A. R. K., Ryan, O., & Drinkwater, K. (2024). Harnessing generative AI to enhance feedback quality in peer evaluations within project-based learning contexts. International Journal of Engineering Education.
Shane-Simpson, C., Desens, E., Kleutsch, A., & Obeid, R. (2025). Relationships among study guide format, academic motivation, self-efficacy, and student grades. Teaching of Psychology, 52(1), 33–38.
Shang, H. F. (2022). Exploring online peer feedback and automated corrective feedback on EFL writing performance. Interactive Learning Environments, 30(1), 4–16. https://doi.org/10.1080/10494820.2019.1629601
Supiani, S., Rahmawati, N. M., Widyaningsih, T. L., Suryati, N., & Mukminatien, N. (2023). EFL students' language accuracy development through self-assessment from online written feedback: How do they experience and perceive it? Computer-Assisted Language Learning Electronic Journal, 24(2).
Teng, L. S. (2022). Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment. Assessing Writing, 53, Article 100645. https://doi.org/10.1016/j.asw.2022.100645
Teng, M. F., & Qin, C. (2024). Assessing metacognitive writing strategies and the predictive effects on multimedia writing. Asia Pacific Journal of Education, 1–24.
Toufaha, S. A. H. K. I. (2024). The effect of automated error corrective feedback on the improvement of EFL learners’ writing and autonomy (Doctoral dissertation, University Kasdi Merbah Ouargla).
Villagrán, I., Hernández, R., Schuit, G., Neyem, A., Fuentes, J., Larrondo, L., … & Hilliger, I. (2024). Enhancing feedback uptake and self-regulated learning in procedural skills training: Design and evaluation of a learning analytics dashboard. Journal of Learning Analytics, 11(2), 138–156.
Wilson, J., & Roscoe, R. D. (2020). Automated writing evaluation and feedback: Multiple metrics of efficacy. Journal of Educational Computing Research, 58(1), 87–125. https://doi.org/10.1177/0735633119830764
Wilson, J., Zhang, F., Palermo, C., Cordero, T. C., Myers, M. C., Eacker, H., … & Coles, J. (2024). Predictors of middle school students’ perceptions of automated writing evaluation. Computers & Education, 211, 104985.
Wiltshire, G., & Ronkainen, N. (2021). A realist approach to thematic analysis: Making sense of qualitative data through experiential, inferential and dispositional themes. Journal of Critical Realism, 20(2), 159–180.
Yan, L., Echeverria, V., Jin, Y., Fernandez‐Nieto, G., Zhao, L., Li, X., … & Martinez‐Maldonado, R. (2024). Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning. British Journal of Educational Technology, 55(5), 1900–1925.
Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224–238.
Yan, Z., & Carless, D. (2022). Self-assessment is about more than self: The enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 47(7), 1116–1128. https://doi.org/10.1080/02602938.2021.2001431
Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice, 5, 562–583. https://doi.org/10.1080/0969594X.2020.1827221
Zhan, Y. (2024). Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives. Teaching in Higher Education, 29(4), 823–840.
Zhang, Z. (2020). Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions. Assessing Writing, 43, Article 100439. https://doi.org/10.1016/j.asw.2019.100439
Zong, Z., Schunn, C. D., & Wang, Y. (2021). Learning to improve the quality of peer feedback through experience with peer feedback. Assessment & Evaluation in Higher Education, 46(6), 973–992. https://doi.org/10.1080/02602938.2020.1833179
Alfi, N. A. H. (2024). Students’ ability in writing recount text through personal experience at eighth grade students of SMP Negeri 1 Ambarawa, Pringsewu (Doctoral dissertation, UIN Raden Intan Lampung).
Allsop, D. B., Chelladurai, J. M., Kimball, E. R., Marks, L. D., & Hendricks, J. J. (2022). Qualitative methods with NVivo software: A practical guide for analyzing qualitative data. Psych, 4(2), 142–159.
Andriani, L., Syihabuddin, S., Sastromiharjo, A., & Anshori, D. (2023). Pengaruh proses menulis dan kognitif terhadap kemampuan menulis teks naratif siswa. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 6(2), 275–288.
Anis, M. I., & Hasan, M. M. (2025). From reflection to practice: A qualitative study of teaching practicum experiences. EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran, 10(1), 13–26.
Apridayani, A., Han, W., & Sakkanayok, K. (2024). Enhancing English writing competence in higher education: A comparative study of teacher-only assessment versus teacher and student self-assessment approaches. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 37.
Barrot, J. S. (2021). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2021.1936071
Bazán-Ramírez, A., Capa-Luque, W., Chávez-Nava, R., Dávila-Navarro, M. C., Ango-Aguilar, H., Hervias-Guerra, E., & Bello-Vidal, C. (2025, January). Self-assessment of didactic performance of psychology and education professors in Mexico and Peru. Frontiers in Education, 9, 1499598. Frontiers Media SA.
Bram, B., & Angelina, P. (2022). Indonesian tertiary education students’ academic writing setbacks and solutions. International Journal of Language Education, 6(3), 267–280. https://doi.org/10.26858/ijole.v6i3.22043
Bushi, J., & Aliaj, A. (2024). A review on the role of feedback in foreign language teaching. In 10th International European Congress on Advanced Studies in Basic Sciences (pp. 705–715).
Clayton Bernard, R., & Kermarrec, G. (2025). Peer- and self-assessment in collaborative online language-learning tasks: The role of modes and phases of regulation of learning. European Journal of Psychology of Education, 40(1), 7.
Chen, S. Y., & Tseng, Y. F. (2021). The impacts of scaffolding e-assessment English learning: A cognitive style perspective. Computer Assisted Language Learning, 34(8), 1105-1127. https://doi.org/10.1080/09588221.2019.1661853
Christou, P. A. (2022). How to use thematic analysis in qualitative research. Journal of Qualitative Research in Tourism, 3(2), 79–95.
Chung, H. Q., Chen, V., & Olson, C. B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading and Writing, 34(7), 1885–1913.
Fancourt, D., Aughterson, H., Finn, S., Walker, E., & Steptoe, A. (2021). How leisure activities affect health: A narrative review and multi-level theoretical framework of mechanisms of action. The Lancet Psychiatry, 8(4), 329–339.
Flournoy, E. L., & Bauman, L. C. (2021). Collaborative assessment: Using self-assessment and reflection for student learning and program development. Canadian Journal for the Scholarship of Teaching and Learning, 12(1), Article n1.
Gupta, N., Gupta, S. K., Pathak, R. K., Jain, V., Rashidi, P., & Suri, J. S. (2022). Human activity recognition in artificial intelligence framework: A narrative review. Artificial Intelligence Review, 55(6), 4755–4808.
Izza, N. N., Rusydiana, A. S., & Avedta, S. (2021). A qualitative review on halal tourism: NVivo approach. Halal Tourism and Pilgrimage, 1(1).
Jansen, T., Meyer, J., Fleckenstein, J., Horbach, A., Keller, S., & Möller, J. (2024). Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions. Learning and Instruction, 89, 101847.
Jiang, L., & Yu, S. (2022). Appropriating automated feedback in L2 writing: Experiences of Chinese EFL student writers. Computer Assisted Language Learning, 35(7), 1329–1353. https://doi.org/10.1080/09588221.2020.1799824
Jusslind, S., & Widlund, A. (2021). Academic writing workshop-ing to support students writing bachelor’s and master’s theses: A more-than-human approach. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1973409
Karaman, P. (2021). The impact of self-assessment on academic performance: A meta-analysis study. International Journal of Research in Education and Science, 7(4), 1151–1166.
Li, L., & Kim, M. (2024). It is like a friend to me: Critical usage of automated feedback systems by self-regulating English learners in higher education. Australasian Journal of Educational Technology, 40(1), 1–18.
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.
Lochmiller, C. R. (2021). Conducting thematic analysis with qualitative data. The Qualitative Report, 26(6), 2029–2044.
Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of artificial intelligence-powered digital writing assistant in higher education: Randomized controlled Shang trial. Heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014
Panadero, E., Fernández-Ruiz, J., & Sánchez-Iglesias, I. (2020). Secondary education students’ self-assessment: The effects of feedback, subject matter, year level, and gender. Assessment in Education: Principles, Policy & Practice, 27(6), 607–634. https://doi.org/10.1080/0969594X.2020.1835823
Pino Gavidia, L. A., & Adu, J. (2022). Critical narrative inquiry: An examination of a methodological approach. International Journal of Qualitative Methods, 21, 16094069221081594.
Rameli, M. R. M., Alhassora, N. S. A., Mazlan, A. N., Hoon, T. S., Mohamed, S. R., & Hong, J. B. Z. (2025). Relationship between self-regulated learning with academic buoyancy: A case study among Malaysia FELDA secondary school students. Journal of Advanced Research in Applied Sciences and Engineering Technology, 45(1), 202–214.
Ratnawati, R. (2023). EFL students' language accuracy development through self-assessment from online written feedback: How do they experience and perceive it?
Rejeki, S. (2023). Students’ perceived knowledge of using Grammarly application in academic writing (Master’s thesis, FITK UIN Syarif Hidayatullah Jakarta).
Safeek, N. M. M., & Hock, K. E. (2024). Teachers' positive feedback practices on struggling readers in junior secondary. Muallim Journal of Social Sciences and Humanities, 8(1), 86–103.
Sajadi, S., Huerta, M. A. R. K., Ryan, O., & Drinkwater, K. (2024). Harnessing generative AI to enhance feedback quality in peer evaluations within project-based learning contexts. International Journal of Engineering Education.
Shane-Simpson, C., Desens, E., Kleutsch, A., & Obeid, R. (2025). Relationships among study guide format, academic motivation, self-efficacy, and student grades. Teaching of Psychology, 52(1), 33–38.
Shang, H. F. (2022). Exploring online peer feedback and automated corrective feedback on EFL writing performance. Interactive Learning Environments, 30(1), 4–16. https://doi.org/10.1080/10494820.2019.1629601
Supiani, S., Rahmawati, N. M., Widyaningsih, T. L., Suryati, N., & Mukminatien, N. (2023). EFL students' language accuracy development through self-assessment from online written feedback: How do they experience and perceive it? Computer-Assisted Language Learning Electronic Journal, 24(2).
Teng, L. S. (2022). Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment. Assessing Writing, 53, Article 100645. https://doi.org/10.1016/j.asw.2022.100645
Teng, M. F., & Qin, C. (2024). Assessing metacognitive writing strategies and the predictive effects on multimedia writing. Asia Pacific Journal of Education, 1–24.
Toufaha, S. A. H. K. I. (2024). The effect of automated error corrective feedback on the improvement of EFL learners’ writing and autonomy (Doctoral dissertation, University Kasdi Merbah Ouargla).
Villagrán, I., Hernández, R., Schuit, G., Neyem, A., Fuentes, J., Larrondo, L., … & Hilliger, I. (2024). Enhancing feedback uptake and self-regulated learning in procedural skills training: Design and evaluation of a learning analytics dashboard. Journal of Learning Analytics, 11(2), 138–156.
Wilson, J., & Roscoe, R. D. (2020). Automated writing evaluation and feedback: Multiple metrics of efficacy. Journal of Educational Computing Research, 58(1), 87–125. https://doi.org/10.1177/0735633119830764
Wilson, J., Zhang, F., Palermo, C., Cordero, T. C., Myers, M. C., Eacker, H., … & Coles, J. (2024). Predictors of middle school students’ perceptions of automated writing evaluation. Computers & Education, 211, 104985.
Wiltshire, G., & Ronkainen, N. (2021). A realist approach to thematic analysis: Making sense of qualitative data through experiential, inferential and dispositional themes. Journal of Critical Realism, 20(2), 159–180.
Yan, L., Echeverria, V., Jin, Y., Fernandez‐Nieto, G., Zhao, L., Li, X., … & Martinez‐Maldonado, R. (2024). Evidence‐based multimodal learning analytics for feedback and reflection in collaborative learning. British Journal of Educational Technology, 55(5), 1900–1925.
Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224–238.
Yan, Z., & Carless, D. (2022). Self-assessment is about more than self: The enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 47(7), 1116–1128. https://doi.org/10.1080/02602938.2021.2001431
Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice, 5, 562–583. https://doi.org/10.1080/0969594X.2020.1827221
Zhan, Y. (2024). Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives. Teaching in Higher Education, 29(4), 823–840.
Zhang, Z. (2020). Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions. Assessing Writing, 43, Article 100439. https://doi.org/10.1016/j.asw.2019.100439
Zong, Z., Schunn, C. D., & Wang, Y. (2021). Learning to improve the quality of peer feedback through experience with peer feedback. Assessment & Evaluation in Higher Education, 46(6), 973–992. https://doi.org/10.1080/02602938.2020.1833179