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All Journal JEES (Journal of English Educators Society) Journal Evaluation in Education (JEE)
Daniswara, Landry Dwiyoga
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Influence of AI-Generated Feedback on Students’ Debate Skills in University Daniswara, Landry Dwiyoga
JEES (Journal of English Educators Society) Vol 10 No 2 (2025): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i2.1941

Abstract

The use of Artificial Intelligence (AI) tools like ChatGPT has become more common in education, especially at the university level. When it comes to learning English through debating, ChatGPT has the potential to support students by providing feedback not only on language use, but also on the content of their arguments. The purpose of this study is to investigate how using ChatGPT might impact university students’ performance in debate. The method used a mixed-method exploratory approach, combining a pre-experimental design with interviews to get a fuller picture. Eight students took part in a simulated British Parliamentary debate. They completed assessments before and after the intervention, debating two different motions which had the same topic to collect data. The finding showed that there was no improvement in students’ debate scores after using ChatGPT. The average scores were the same, 75.75, both before and after the intervention. Although there was a moderate positive correlation between pretest and posttest scores (r=0.826), the identical averages suggest that the ChatGPT tool did not have a significant effect. Interviews revealed that the students often copied the AI’s responses instead of critically engaging with the material which weakened the quality of their debate. Keywords: Artificial Intelligence, ChatGPT, debate, argument
Communicative Willingness in Dialogic Feedback: A Relational Extension of Feedback Literacy Daniswara, Landry Dwiyoga
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2847

Abstract

Purpose of the study: Dialogic feedback assumes that students will respond to evaluative comments through clarification, negotiation, or further discussion. However, students do not always turn internal feedback processing into visible dialogue, especially in hierarchical performance settings where speaking may feel risky. This study examined how undergraduate debaters constructed communicative willingness when responding to coach feedback and aimed to extend feedback literacy theory by theorising this relational decision point. Methodology: This study used a constructivist grounded theory design. Twelve second and third-year undergraduate debaters were selected through purposive sampling from a one-semester university debate preparation program. Data were generated through two semi-structured interviews with each participant, observations of 16 feedback sessions, and relevant artefacts such as feedback sheets and notes. Analysis involved initial coding, focused coding, constant comparison, memo writing, and theoretical integration. Main Findings: Students' communicative willingness developed through an iterative process of interpreting feedback, regulating affect, assessing relational safety, negotiating possible consequences, and then enacting or withholding dialogue. Silence did not automatically indicate disengagement, because many students continued reflecting on and using feedback privately. Communicative willingness increased when prior interactions suggested that students' voices would be received respectfully. Novelty/Originality of this study: This study introduces communicative willingness as a relationally constructed mediating process between managing affect and dialogic enactment within feedback literacy. It shows that dialogic opportunities alone do not guarantee participation because students also judge safety, legitimacy, and exposure before speaking.
Communicative Willingness in Dialogic Feedback: A Relational Extension of Feedback Literacy Daniswara, Landry Dwiyoga
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2847

Abstract

Purpose of the study: Dialogic feedback assumes that students will respond to evaluative comments through clarification, negotiation, or further discussion. However, students do not always turn internal feedback processing into visible dialogue, especially in hierarchical performance settings where speaking may feel risky. This study examined how undergraduate debaters constructed communicative willingness when responding to coach feedback and aimed to extend feedback literacy theory by theorising this relational decision point. Methodology: This study used a constructivist grounded theory design. Twelve second and third-year undergraduate debaters were selected through purposive sampling from a one-semester university debate preparation program. Data were generated through two semi-structured interviews with each participant, observations of 16 feedback sessions, and relevant artefacts such as feedback sheets and notes. Analysis involved initial coding, focused coding, constant comparison, memo writing, and theoretical integration. Main Findings: Students' communicative willingness developed through an iterative process of interpreting feedback, regulating affect, assessing relational safety, negotiating possible consequences, and then enacting or withholding dialogue. Silence did not automatically indicate disengagement, because many students continued reflecting on and using feedback privately. Communicative willingness increased when prior interactions suggested that students' voices would be received respectfully. Novelty/Originality of this study: This study introduces communicative willingness as a relationally constructed mediating process between managing affect and dialogic enactment within feedback literacy. It shows that dialogic opportunities alone do not guarantee participation because students also judge safety, legitimacy, and exposure before speaking.
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