Effectiveness of an Automated Feedback System on Crea-tive Writing and Scientific Translation Skills Among Un-dergraduate Students: A Quasi-Experimental Study

Abstract

Background. Evidence on automated feedback for higher-order skills is thin. Creative writing, scientific translation, and writing self-efficacy among non-native English speakers have received little study.

Objective. This study examined how an automated feedback system (AFS) was associated with creative writing skills (CWS), scientific translation skills (STS), and writing self-efficacy (WSE) among undergraduates.

Methods. A quasi-experimental pretest–posttest design with a non-equivalent control group was used. The 136 participants (experimental group: n = 68; control group: n = 68) studied in the Department of English Education at a public university in Palembang, Indonesia. They attended Writing and Translation courses during a 10-week intervention. The experimental group received automated feedback through an integrated computer-assisted language learning platform. The control group received conventional feedback from instructors. Pretest and posttest data were analyzed with analysis of covariance (ANCOVA).

Results. Large effects favored the experimental group. They appeared for creative writing skills (d = 1.84, 95% CI [1.38, 2.30], p < 0.001), scientific translation skills (d = 2.08, 95% CI [1.62, 2.54], p < 0.001), and writing self-efficacy (d = 1.94, 95% CI [1.49, 2.39], p < 0.001).

Conclusion. In this sample, automated feedback was associated with greater skill development and learner confidence in academic writing, mostly in skill-intensive tasks that need iterative practice. Combining it with periodic instructor guidance and peer collaboration is also emphasized.