Abstract
ABSTRACT
The goal of this study is to bridge this literary gap and see if AI-based corrective feedback has an impact on the writing motivation of students. This study was built upon Deci and Ryan’s Self-determination Theory of motivation. The mixed-methods approach – Explanatory sequential was used to analyze the results of this study. The quantitative data were obtained from the survey questionnaire, while the qualitative data were obtained based on thematic analysis from a focus group discussion. A total of 28 Senior High School students participated in the study. Results showed that AI-based corrective feedback positively impacts writing motivation. Moreover, the respondents perceived that AI-based corrective feedback reinforces writing motivation through learner autonomy, learner competence, and learner social connection. Meanwhile, themes such as increased error awareness, immediate corrective feedback, Improvement in writing, less teacher apprehension, and a boost of confidence were prominently observed in the focus group discussion.
Keywords: AI-based corrective feedback, grammar checkers, writing motivation, learner autonomy, learner competence