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All Journal JURNAL ILMIAH GEMA PERENCANA
Mohammad Sofyan Adi Pranata
Nurul Jadid University, Probolinggo, East Java
Religion Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education

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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
JURNAL ILMIAH GEMA PERENCANA Vol 5 No 1 (2026): Jurnal Ilmiah Gema Perencana
Publisher : POKJANAS Bekerja Sama Biro Perencanaan dan Penganggaran, Sekretariat Jenderal Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61860/jigp.v5i1.422

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.
From Silence to Speaking Up: Students' Affective and Cognitive Exploration of Interactive Digital Media in EFL Speaking Learning Anggraini Sifaus Syauqiah; Mohammad Sofyan Adi Pranata
JURNAL ILMIAH GEMA PERENCANA Vol 5 No 1 (2026): Jurnal Ilmiah Gema Perencana
Publisher : POKJANAS Bekerja Sama Biro Perencanaan dan Penganggaran, Sekretariat Jenderal Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61860/jigp.v5i1.423

Abstract

This study aims to explore students’ affective and cognitive experiences in learning EFL speaking through interactive digital media, focusing on their transformation from passive and anxious learners to more confident speakers. Using a qualitative method with a descriptive phenomenological design, the research was conducted in class XI IPA 2 at SMAN Paiton. Participants were selected purposively. Data were collected through semi-structured interviews, classroom observations, and documentation, and analyzed thematically. The findings indicate significant affective and cognitive changes. Students experienced reduced anxiety, increased motivation, and stronger self-confidence. Interactive digital media created a safer and more engaging learning environment. Cognitively, students showed improved comprehension, pronunciation awareness, idea development, fluency, and autonomous learning strategies. The study concludes that interactive digital media functions as both affective and cognitive mediation in EFL speaking instruction. It is recommended that teachers integrate digital tools systematically to support students’ emotional readiness, active participation, and long-term communicative competence.
Co-Authors Anggraini Sifaus Syauqiah Firlia Nurul Anisa