INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November2025  
Artificial Intelligence for Writing Enhancement: Exploring Learners’  
Motivation and Perceptions of AI Generated Feedback through  
Cambridge Write & Improve  
Lim Jun Hong*, Melor Md Yunus1, Hanita Hanim Ismail2  
12Faculty of Education, University Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia  
*Corresponding Author  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100363  
Received: 25 November 2025; Accepted: 01 December 2025; Published: 11 December 2025  
ABSTRACT  
The incorporation of Artificial Intelligence (AI) into language instruction has offered possibilities for  
enhancing English as A Second Language (ESL) learners’ writing proficiency and motivation. This study  
investigates the impact of AI-generated feedback on learners’ motivation in English writing using the  
Cambridge Write & Improve platform. This study was designed to explore the extent to which AI-generated  
feedback can improve learners’ motivation in four constructs: self-efficacy, persistence, engagement and  
autonomy. A mixed-method design was employed in this study with 30 Year 5 ESL learners with mixed  
abilities in English writing from an urban Chinese vernacular primary school in Johor, Malaysia. A writing  
pre-test and post-test, a 5-point Likert Scale motivation questionnaire and semi-structured interviews were  
used to collect the data. The data from pre-test, post-test and questionnaire were analyzed using SPSS and  
subsequently triangulated with data from semi-structured interviews. Findings revealed a measurable  
improvement in writing performance with learners achieving higher grades in post-intervention writing test.  
Learners also reported to develop greater writing motivation with increased self-efficacy, sustained  
engagement, greater persistence in writing tasks and enhanced learner autonomy in revising written essays.  
The study demonstrated that AI feedback indeed supported writing skill development and strengthened  
motivational drives among ESL learners. These findings also address a significant gap in literature pertaining  
to learner motivation in relation to AI-supported tools to improve writing coherence. Further research can be  
conducted across different AI writing tools and explore cross-contextual implementations to determine the  
impact of AI-generated feedback on learners’ writing motivation and writing proficiency.  
Keywords- Artificial Intelligence, ESL Writing, Learner Motivation, Cambridge Write & Improve  
INTRODUCTION  
The advancement and integration of Artificial Intelligence (AI) have significantly redefined the way English as  
a Second Language (ESL) learners construct and process linguistic knowledge. This is attributed to the fact  
that AI delivers instantaneous feedback thus fostering sustained learner motivation in the language.  
Applications that were AI-driven have evolved into an integral component within the discipline of ESL  
education accredited to its capacity to generate prompt and grounded feedback that strengthen ESL learners’  
proficiency in writing. Wiboolyasari et al. (2024) highlighted in their findings that integrating AI-enhanced  
writing intervention indeed effectively improves students’ writing performance. Writing constitutes one of the  
most cognitively demanding skills in ESL language learning as it entails a high degree of linguistic and  
affective demands. Kormos (2023) asserted that second language writing constitutes one of the most  
linguistically challenging activities for L2 learners and the composition process requires deliberate problem  
solving skills and robust self-regulation strategies. These distinctive demands frequently hinder ESL learners  
from progressing in the language development process, particularly for those whose first language is not  
English. A further obstacle which impedes writing proficiency arises from the limited linguistic competence  
among ESL learners. The persistent grammatical inaccuracies and inadequate mastery of vocabulary which  
gradually develop into persistent fear of making linguistic errors in writing, thereby undermining learners’  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November2025  
motivation and self-esteem. Learners with low self-esteem have the tendency to exhibit heightened levels of  
fear in making errors, reflecting an avoidance behavior and anxiety (Zogmaister & Maricutoiu, 2022).  
In spite of the fact that teacher feedback serves as a crucial pedagogical component and effective element of  
language instruction in conventional classroom contexts, its implementation is often subject to constraints of  
heavy workload, time limitations and the number of pupils in a class. Feedback is an essential component of  
the teaching learning process as it serves as a bridge between teaching instruction and learner development  
(ElSayary, 2024).  
This leads to the feedback that was provided could be generic and delayed which inadequately addresses the  
writing challenges faced by individual learners. These limitations may lead to frustration, discouragement and  
reduced interest among learners especially among the pupils who are of lower proficiency levels.  
The integration of AI-powered writing platforms offers an alternative pedagogical approach by providing  
enhanced feedback which is immediate and individualized for the learners. AI-driven writing applications offer  
immediate corrective input which aids to revision on grammatical structures, syntax and spelling accuracy  
(Khan & Khan, 2024; Afzaal et al., 2021). All of these innovative and user-oriented features are pedagogically  
features which were being incorporated into Cambridge Write & Improve, an AI-enhanced platform, which  
offers learners to be accessible with a writing support environment that facilitates improvement of writing  
proficiency. Cambridge Write & Improve employs the Common European Framework of Reference which  
serves as its primary source and benchmark for the validation of English language that was being input by the  
ESL learners. This application also adopts an algorithm which exhibits an advanced natural language  
processor, thus delivering instantaneous formative feedback which possesses lexical and grammatical  
accuracy. Consequently, learner autonomy and engagement are fostered during the writing process, resulting in  
easy access of learning opportunities beyond classroom boundaries; thereby strengthening motivation and  
consistency in writing development.  
Writing is often perceived as one of the least engaging language skills within the Malaysian ESL context.  
Writing is a highly intricate skill that is required to be acquired by learners because it demands greater  
cognitive precision as compared to everyday conversation (Graham & Alves, 2021; Nation, Dawson & Hsiao,  
2022). The majority of the learners are reluctant to revise their written compositions or take responsibility to  
revise the task as they depend predominantly on teachers to provide the correction. Zhang and Zhang (2023)  
reported that learners indeed exhibit reliance on teachers to identify the linguistic errors in their work and  
provide the corrective feedback. AI-based writing tools have the potential to address these issues to promote a  
participatory learning process which will enhance learners’ confidence and motivation to complete the writing  
task. Although AI-assisted writing tools have been a widespread adoption in education, existing empirical  
studies remain to be centered on linguistic accuracy and remedial functions of the tools. Limited scholarly  
attention has been directed examining the potential of AI writing tools in shaping learners’ motivational  
implications and affective responses during the writing processes. Considerably fewer studies have examined  
the learners’ engagement and motivation patterns while employing automated feedback platforms to improve  
textual coherence in writing tasks. While prior research has increasingly examined automated feedback in  
language learning, there remains a gap in exploring learners’ motivation drives when interacting with AI-  
driven platforms to enhance coherence in writing tasks (Liu et al., 2025). This has resulted in learner  
motivation to remain as an underexplored area in the context of writing development is assisted by AI writing  
tools. Learners’ motivation in writing constitutes a vital affective factor that influences their language  
development and acquisition.  
Research on writing motivation has been comparatively overlooked on the younger ESL learners, with most  
studies focusing on the adult or tertiary group of learners. Among the elementary level of learners, motivation  
is particularly influenced by emotional responses to feedback, self-efficacy and the desire of obtaining learner  
autonomy. It is essential to examine the extent to which AI-generated feedback can address the affective  
domains which could foster positive learner engagement in enhancing learning. The affective domains include  
motivation, self-efficacy and anxiety that persist during the writing process. The Cambridge Write & Improve  
AI learning platform has integrated adaptive technology and a well developed instructional design which are  
suitable for this study. Therefore, this study examines the impact of AI writing tools on learners’ motivation in  
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English writing with a particular focus on AI-enhanced feedback possessed on Cambridge Write & Improve.  
This study is significant as it is grounded with theoretical and pedagogical perspectives. This study contributes  
to the current research and the growing field in AI that seeks to understand the motivational dimensions of AI  
being integrated in language learning. This study enriches the literature by extending the conceptualization of  
AI beyond its sole function as merely error correction. By exploring how automated feedback in writing shapes  
learners’ motivation, self-esteem, engagement and autonomy, this study broadens the corpus of research in AI  
education. The findings of this study could contribute to the development of more effective feedback  
ecosystems which artificial intelligence could serve as a complementary tool in learning instruction. AI-based  
platforms have the potential to provide individualised and prompt feedback that promotes autonomy among  
learners (Mohebbi, 2025). With the aid of AI writing tools, teachers could redirect their instructional practices  
to foster self-regulated learning which includes idea development and writing coherence. Upon understanding  
the perspectives of learners, Cambridge Write & Improve may assist teachers to incorporate AI technology in  
teaching and learning, ensuring that learner autonomy enhances writing. Ultimately, this study demonstrates  
the potential of AI to fundamentally improve the writing process towards a more autonomous and motivation  
guided approach in language learning.  
Research Objectives  
Based on the background and problem statement discussed above, the research objectives of this study are  
formulated as follows:  
1. To investigate the impact of AI-generated feedback on learners’ motivation in English writing using the  
Cambridge Write & Improve platform.  
2. To explore learners’ perceptions of AI feedback in enhancing writing confidence.  
Research Questions  
1. To what extent does the use of Cambridge Write & Improve influence learners’ motivation in English  
writing?  
2. What are the learners’ perceptions of AI-generated feedback in improving their writing confidence?  
LITERATURE REVIEW  
Artificial Intelligence and Feedback in Language Education  
Traditional approaches of writing instruction were fundamentally transformed by the incorporation of Artificial  
Intelligence (AI) into language education. AI technologies have been employed across diverse instructional  
domains of ESL learning such as vocabulary development, automated essay evaluation and individualized  
feedback on written language (Huang, Zou, Cheng, Chen & Xie, 2023). AI-powered platforms such as  
Grammarly, ChatGPT and QuillBot have the capability to facilitate learners’ writing development as it could  
detect linguistic errors, offer a model of syntactic structures and provide instant suggestions to writing  
(Abdullah, 2025; Asad et al., 2024). These inherent functionalities are supplementing teachers’ feedback and  
providing a chance for educators to concentrate on teaching critical and creative structures of writing among  
learners. A notable pedagogical development in AI-assisted writing instruction is seen among the available AI  
writing tools which generate automated feedback. It has the potential to facilitate improvement and ongoing  
self-learning as it encompasses not merely the ability to detect grammatical errors, but also the functionality to  
generate precise diagnostic feedback that enhances learners’ written work (Liu, Hou, Tu, Wang & Hwang,  
2023). Research demonstrates that timely feedback enhances cognitive engagement and sustain learners’ focus  
through the whole process of completing the writing task (Zou, Xie and Wang, 2023). AI platforms support  
individualized, differentiated instruction through a mechanism that is designed to minimise learner anxiety,  
particularly to those who are facing overcrowded classrooms with limited teacher feedback. This could  
enhance linguistic accuracy and nurture learners to take charge of their learning and promote intrinsic  
motivation in writing.  
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Motivation in Writing  
Motivation is a psychological construct that mediates between learners’ affective and cognitive orientations  
which include beliefs, attitudes and emotions that were demonstrated during writing practices (McGrew,  
2022). Self-efficacy, intrinsic interest and anxiety reduction are the key motivational constructs that  
collectively determine the willingness of learners to initiate and complete the writing task (Wu, Yang, Liu &  
Liu, 2022). In the ESL contexts, learner motivation in writing is a decisive factor that directly influences  
learners to be persistent and improve the quality of their written performance. Writing performance  
improvement and the willingness to take risks in linguistic errors are strongly correlated with writing self-  
efficacy (Khamis, Yunus & Mansor, 2024). Self-efficacy constructs the learners’ belief and confidence in their  
ability to complete the provided writing tasks effectively. Learners who possess a strong sense of self-efficacy  
and intrinsic motivation are often persistent and resilient learners (Shi & Zhang, 2025), thus their writing  
performance is often enhanced.  
Social Cognitive Theory  
This study is grounded in Bandura’s Social Cognitive Theory (1986) which underscores the interdependent and  
adaptive nature of personal beliefs, behavioral patterns and environmental contexts in shaping learner  
motivation and learning process (Woreta, Zewude & Jozsa, 2025). The central of this framework is the concept  
of self-efficacy which is the belief in self ability to perform necessary actions required to attain desired  
performance goals and outcomes. Self-efficacy is far from being merely a reflection of self ability, whereas it  
profoundly shapes how individuals think, feel and act in pursuit of achievement (Hamann et al. 2024). Within  
the context of ESL, it serves as learning motivation which drives learners to exhibit greater perseverance and  
maintain consistent effort when undertaking writing tasks which are complex.  
The four fundamental sources which shape the development of self-efficacy are verbal persuasion, mastery  
persuasion, vicarious experiences, physiological and affective states of learning. Mastery experience is one of  
the most influential key factors which offers direct validation of learners’ competence to reinforce their  
confidence and motivation for future challenges that they face in the ongoing learning process (Almulla and  
Al-Rahmi, 2023). On the other hand, vicarious experience which is derived from observing peers’  
accomplishments and improvements of others’ progress contribute to the shaping of learners’ stronger beliefs  
in their own self-efficacy. Mastery experiences exert the most influential factor of a successful task completion  
as it provides validated feedback of learners’ competence. Physiological and affective states are strongly  
related to emotions such as fear, anxiety and self assurance. These emotional factors which consist of  
constructive feedback or encouragement would influence learners’ confidence in accomplishing language  
tasks. These elements are integrated in an adaptive manner to produce an emergent outcome that facilitates  
learners’ readiness to write with confidence and persevere through the editing process which drives a sense  
towards fulfilment of the task.  
Bandura’s Social Cognitive Theory offers an integrative framework for examining the role of self assessment  
in shaping learners’ behaviours within the context of writing motivation. Learners who possess strong self-  
efficacy in writing tend to regard challenges as chances for improvement, thus exerting more effort in  
responding to constructive feedback provided. Conversely, learners with diminished self-efficacy are more  
likely to avoid writing tasks, exhibit greater anxiety and attribute setbacks as self limited ability instead of  
opportunities for improvement. Research in ESL learning has demonstrated that self-efficacy as a reliable  
predictor of writing achievement and key to perseverance writing motivation (De Smedi, Landrieu, De Wever  
and Van Keer, 2023). High levels of self-efficacy promotes self-regulated learning processes which include a  
personal goal setting, systematic planning of learning strategies and reflective revision, which all of these are  
essential to the advancement of writing proficiency.  
METHODOLOGY  
Research Design  
This study investigates the impact of AI-generated feedback on learners’ motivation in English writing and  
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their perceptions on the feedback given by the AI-assisted platform in enhancing writing confidence. This  
study employed a mixed-method research design which integrated both quantitative and qualitative approaches  
for the collection of data and analysis. The quantitative component consisted of pre-test and post-test writing  
assessments, with a structured questionnaire on learners’ motivation which allowed measurement on the  
writing proficiency and motivational levels. The qualitative insights were collected through semi-structured  
interviews which capture learners’ perceptions on the AI-generated feedback in enhancing writing confidence.  
The intervention consisted of two structured writing sessions with participants receiving immediate AI support  
and feedback guidance in completing the writing tasks. This study adopted an explanatory sequential mixed-  
method design with the quantitative data contextualized by qualitative data, thus strengthening the credibility  
and depths of findings. This approach was selected to provide comprehensive understanding on both  
measurable outcomes and subjective learners’ experiential perspectives, which is essential for the investigation  
of the complex constructs in writing motivation.  
Participants  
The study was conducted in an urban Chinese vernacular primary school in Johor Bahru Malaysia which  
comprised 30 Year 5 ESL learners. Among the 30 participants selected in this study, there were 13 boys and 17  
girls. Year 5 pupils were selected due to their developmental readiness to undertake structured writing tasks  
and their growing ability for self-regulated learning. This age group of participants are 11 years old and they  
have possessed sufficient linguistic competence to engage in extended composition tasks and would be able to  
respond effectively to feedback. Thus, making them ideal to be selected in examining the motivational impact  
observed from the AI-assisted writing intervention. Purposive sampling method was used to select participants  
from diverse ethnic backgrounds (Malay, Chinese and Indian), and across a range of writing proficiency levels.  
This strategy allowed for the investigation on how AI-generated feedback influenced learners with different  
abilities and confidence, ensuring the findings captured a broad spectrum of motivational responses. The  
sample size supported the robust quantitative analysis and detailed qualitative exploration. The participants’  
diversity and proficiency levels reinforced the validity of study.  
Instruments  
In order to obtain a thorough understanding of learners’ motivation and writing performance in this study,  
three instruments were employed to collect both quantitative and qualitative data. First, pre-test and post-test  
essay writing assessments were administered with a given time frame of 30 minutes to assess initial writing  
proficiency and measure improvements followed by the intervention. The essay tests were evaluated using a  
detailed rubric which assessed linguistic accuracy, coherence, word choice and overall task completion.  
Second, a motivation questionnaire which is adapted from the Writing Motivation Questionnaire (Graham et  
al., 2022). This instrument measured the key constructs related to writing motivation, including self-efficacy,  
persistence, engagement and autonomy. The questionnaire items were presented on a five-point Likert scale,  
and a pilot study demonstrated an acceptable internal consistency with a Cronbach’s alpha of 0.85. Lastly,  
semi-structured interviews were conducted to gather data on learners’ perceptions on using the AI-assisted  
platform “Cambridge Write & Improve” and how it improves their writing confidence. The interview was  
conducted with six respondents and the interview protocol consisted of open-ended questions which are  
simplified for clear comprehension of Year 5 learners. This instrument complemented the quantitative findings  
and provided a deeper understanding of motivational mechanisms underlying AI-assisted learning tool.  
Data Collection  
Data of this study was collected through a sequential, multi-phase process. At the initial stage of the data  
collection procedure, the participants completed a pre-test essay assessment to establish a baseline performance  
on their writing proficiency. Then, the participants participated in two structured writing sessions supported by  
an AI writing tool, Cambridge Write & Improve with generated feedback provided. Each session lasts for an  
hour with learners uploading a written essay to the AI platform and they would be given feedback on  
highlights and constructive comments on which area to improve. Once learners have understood the feedback,  
they correct their essay attentively until they achieve a higher band as indicated in Cambridge Write &  
Improve. After that a post-test was administered.  
After that, a post-test was administered. Later, the  
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participants responded to the Motivation Questionnaire with each item clarified to them before answering.  
Finally, semi-structured interviews were conducted on 6 participants and the interview data were transcribed  
for data analysis. This sequential process ensured qualitative reflections were specifically informed by the  
engagement in the writing tasks, providing enriched insights for motivational impacts and learners’ perceptions  
on the use of AI aids in writing.  
Data Analysis  
An explanatory sequential method was implemented for data analysis to improve findings’ validity and  
credibility. SPSS was used to analyze the quantitative data which includes pre-test, post-test scores and  
responses from the motivation questionnaire. Descriptive statistics which encompass means, frequencies and  
percentages were calculated to identify patterns in learners’ motivation, engagement and perceptions of  
employing “Cambridge Write & Improve” AI tool in the process. The impact of the intervention was  
empirically presented by comparing the scores between pre-test and post-test to determine measurable  
improvements of participants in writing performance. The data collected from semi-structured interviews were  
transcribed verbatim and coded to be thematically analyzed. Findings from writing assessment scores,  
questionnaire and semi-structured interviews were triangulated to align participants’ reported experiences with  
measurable improvements in motivation and writing performance. This will ensure the validity and reliability  
of the study and enable researchers to analyze the obtained results and formulate conclusions for the research.  
FINDINGS  
Learners’ Improvement in Writing  
Learners’ writing performance was evaluated based on the comparative analysis of pre-test and post-test scores  
collected prior and after the intervention being implemented. Learners’ scores were interpreted according to the  
grading criteria of the standardized Ujian Akhir Sesi Akademik (UASA), which is also referred to as End of  
Academic Session Assessment, formally established by the Malaysia Ministry of Education (MOE). The raw  
scores collected from both of the tests were converted into percentage and subsequently grouped into six  
performance grades (A-F) to ensure the scoring consistency. The comparison between learners’ performance  
levels were presented in Table 1.  
Table 1 Pre-test and post-test results  
Grades  
Range of scores (%)  
No. of learners  
Post-test  
Pre-test  
A
82-100  
66-81  
50-65  
35-49  
20-34  
0-19  
1
3
6
17  
7
B
C
6
D
15  
4
0
E
0
F
1
0
TOTAL  
30  
30  
According to Table 1, the participants have demonstrated a notable improvement in writing performance  
subsequent to the intervention implemented. For Grade A , the number of participants attained the results have  
shown an increase of 5 participants, which rose from 1 to 6 participants. It reflected a substantial enhancement  
in writing proficiency. In Grade B, only three participants obtained the grade in pre-test, while in post-test, the  
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number of participants obtained Grade B increased to 17 participants. The results followed by the intervention  
indicated that the majority of participants advanced from moderate to higher level of proficiency. Meanwhile,  
Grade C witnessed a modest rise from six to seven participants. Simultaneously, the number of participants  
who achieved Grades D, E and F were reduced to zero in the post-test. These findings indicated that the use of  
Cambridge Write & Improve as the AI-supported platform indeed facilitated the participants to achieve at least  
a foundational grade and competency in writing. Furthermore, the absence of participants in the lower grades  
illustrated an enhancement in overall performance of writing proficiency.  
The findings from the motivation questionnaire corroborated the test results, demonstrating a positive shift in  
learners’ motivation levels followed by the intervention. Specifically, 96.7% of participants agreed or strongly  
agreed that the use of Cambridge Write & Improve boosted their confidence in writing, 60% of participants  
strongly agreed that the AI feedback motivated them to write more and 86.7 % of participants indicated an  
increased capacity for autonomous writing and revision even when they were not required to. Furthermore,  
findings from the semi-structured interviews reinforced the quantitative results and revealed that participants  
possessed greater ownership of their writing development by constantly involving in self-regulated learning  
followed by the reduction of fear with the feedback provided by Cambridge Write & Improve. This is  
equivalent to the data from the interview where P3 stated, “I checked my grammar by myself and tried to fix  
mistakes. I wanted to get a better level the next time.” Another participant also mentioned that he felt less fear  
and more confident with the feedback provided by Cambridge Write & Improve. P1 stated that, “I worried that  
I did everything wrong, but then I looked at the comments and they were not so bad.”  
The data indicated that learners from all proficiency levels gained benefits and demonstrated improvements  
followed by the intervention of applying AI-assisted tools which generate immediate feedback for English  
writing. The findings highlighted that learners who were initially at the lower or intermediate levels observed  
to have the greatest progress and pronounced improvements. These improvements indicated the successful  
integration of AI-generated feedback which enhanced writing fluency, grammatical accuracy and syntactic  
development. The findings are aligned with prior research which claimed that AI-assisted feedback facilitated  
writing proficiency by providing prompt and individualized feedback that fosters self-correction (Mohammed  
& Khalid, 2025). The results suggest that AI platforms support learners from varying proficiency levels by  
enhancing self-efficacy and promoting motivation in writing. These outcomes validated the research objectives  
of exploring learners’ motivation in English writing using the Cambridge Write & Improve platform.  
Learners’ Perceptions of AI-generated Feedback in Improving Writing Confidence and Motivation  
Correspondingly, the results from the motivation questionnaire revealed an increase in learners’ self-efficacy,  
persistence, engagement and sense of autonomy with the aid of the AI writing platform, Cambridge Write &  
Improve. A post-intervention writing motivation questionnaire was administered to thirty Year 5 ESL learners  
to evaluate the effects of Cambridge Write & Improve on their motivational levels in writing. The instrument  
employed a 5-point Likert scale to measure four key constructs of motivation which consists of self-efficacy,  
persistence, engagement and autonomy. The findings are tabulated in SPSS to obtain the percentage, mean and  
standard deviation which are presented in Table 2 to Table 5.  
AI-Generated Feedback Enhances Self-Efficacy  
Table 2 Mean Score and Standard Deviation of Self-Efficacy  
No  
Item  
SDn(%) Dn(%) Nn(%) An(%) San (%)  
Mean  
Standard Deviation  
1
I feel more confident in my writing  
0 (0)  
0 (0)  
1(3.3)  
12(40)  
17(56.7)  
4.53  
0.56  
after using Cambridge Write  
&
Improve.  
2
3
I believe I can improve better at  
writing by using feedback from  
Cambridge Write & Improve.  
0
(0)  
0
(0)  
0
(0)  
16  
(53.3)  
14  
(16.7)  
4.47  
4.53  
0.50  
0.50  
I feel proud of the writing I improve.  
0
0
0
14  
16  
(0)  
(0)  
(0)  
(46.7)  
(53.3)  
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4
The feedback from Cambridge Write  
& Improve makes me feel more  
confident about my writing.  
0
(0)  
0
(0)  
0
(0)  
13  
(43.3)  
17  
(56.7)  
4.57  
0.50  
SD = Strongly Disagree, D = Disagree, N = Neutral, A = Agree, SA = Strongly Agree  
Following the engagement with AI-generated feedback delivered by the Cambridge Write & Improve  
application throughout the writing process, the participants were reported to demonstrate high self-efficacy.  
This was observed in the mean scores which exceed 4.40 and above, reflected in each of the questionnaire  
items. Table 2 shows the self-efficacy constructs with the application of Cambridge Write & Improve in  
English essay writing. The highest mean among the items observed is item 4 with a mean of 4.57. Twenty-nine  
pupils (96.7%) of participants agreed that the implementation of Cambridge Write & Improve makes them feel  
more confident in their writing. Similarly, the feedback which was provided by the application enhances  
learners’ confidence level in their writing and was agreed by all thirty learners (100%). The participants also  
gained stronger belief in themselves that they can improve better with the feedback provided by Cambridge  
Write & Improve, recording a mean of 4.47. As a result, the learners were proud of the writing that they had  
improved with the help of AI feedback which this item carried a mean of 4.53.  
The findings collected from the questionnaire suggest that learners developed higher confidence levels in their  
abilities and recognized measurable improvements in their writing proficiency. These results were reinforced  
by the interview excerpts from Participant 1 that mentioned his confidence level was increased by the precise  
feedback on areas to be improved “It told me exactly what I needed to fix. I knew I could do it if I tried.” In  
addition, the positive reinforcements received from the feedback indeed increase learners’ self-efficacy in  
writing. This is evident as expressed by P3 who said, “The part that said “good sentence” or “well-organized  
paragraph.” It made me believe I can write long essays.” and P4 who reported that, “The words like “good  
effort” or “improving.” It made me feel I’m getting better.” The data validated that AI feedback positively  
influenced learners’ self-efficacy and confidence. Moreover, these perceptions are consistent with writing  
performance improvements observed in the post-test results where more participants achieved higher grades in  
post-test, indicating that self-efficacy was enhanced among learners and as a result, a measurable gain was  
observed.  
Positive Effect of Cambridge Write & Improve on Learner Persistence  
Table 3 Mean Score and Standard Deviation of Persistence  
No  
Item  
SDn(%)  
Dn(%)  
Nn(%)  
An(%)  
12  
SAn(%)  
18  
Mean  
Standard Deviation  
1
I want to keep  
0
0
0
4.60  
0.49  
improving  
my  
writing with help  
from Cambridge  
Write & Improve.  
(0)  
(0)  
(0)  
(40)  
(60)  
2
I keep working  
on my writing  
even when it's  
difficult because  
0
0
1
9
20  
4.63  
0.55  
(0)  
(0)  
(3.3)  
(30)  
(66.7)  
the  
feedback  
from Cambridge  
Write & Improve  
helps  
me  
improve.  
SD = Strongly Disagree, D = Disagree, N = Neutral, A = Agree, SA = Strongly Agree  
The questionnaire results highlighted that the learners exhibited high levels of perseverance and they are  
persistent to improve their English writing following the Cambridge Write & Improve intervention. The  
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descriptive statistics for the construct of persistence are tabulated in Table 3. The results reflect learners’  
willingness to exert effort to continue improving their writing skills despite encountering challenges. As  
observed in Item 1, 12 learners (40%) agreed and 18 learners (60%) strongly agreed that AI feedback  
motivated them to be persistent in improving their writing, leading to a mean score of 4.60. Pertaining to Item  
2, the majority of participants indicated strong agreement (66.7%), 30% agreed while only one participant  
(3.3%) selected a neutral response with regard to the persistence in writing despite undergoing difficulties as  
the feedback provided facilitated writing enhancement. Collectively, the results suggest that AI feedback  
effectively supports learners with clear guidance and motivation thus encouraging persistence in completing  
the writing tasks.  
The data from semi-structured interviews further support the findings from the questionnaire and revealed  
learners perceived AI feedback as a catalyst in promoting perseverance to sustain their effort in writing. For  
instance, P2 commented, ““I tried to change the words or the sentence structure like the comments said.  
Sometimes I read slowly and rewrite it again.” while P4 stated, “I tried rewriting my story. I looked at each  
sentence and fixed one by one. It took time but I didn’t give up.” These excerpts reinforce the results,  
indicating that learners were reported to exhibit higher perseverance and engaged in self-directed revision in  
writing tasks. Additionally, learners' improvement in writing skills as observed in post-test are consistent with  
the persistence aspect as reflected in the questionnaire. The consistency of the findings from post-test,  
questionnaire and interview demonstrates that AI feedback supports learners’ persistence in enhancing  
motivation and writing performance among ESL learners.  
Increased Engagement with Help of Cambridge Write & Improve  
Table 4 Mean Score and Standard Deviation of Engagement  
No  
Item  
SD  
n
D
n
N
n
A
n
SA  
n
Mean  
Standard  
Deviation  
(%) (%) (%)  
(%)  
12  
(%)  
18  
1
2
I enjoy writing more and feel less worried  
when I use Cambridge Write & Improve.  
0
(0)  
0
0
(0)  
0
0
(0)  
1
4.60  
4.57  
0.49  
0.56  
(40)  
11  
(60)  
18  
I write more when I get feedback from  
Cambridge Write & Improve.  
(0)  
(0)  
(3.3) (36.7) (60)  
SD = Strongly Disagree, D = Disagree, N = Neutral, A = Agree, SA = Strongly Agree  
The descriptive statistics presented in Table 4 indicated that learners demonstrated high engagement while  
using Cambridge Write & Improve while performing the writing tasks. The mean scores for both items  
pertaining to the construct of engagement were exceeding 4.50. This suggests that the AI platform has  
enhanced learners’ behavioral and emotional involvement to engage more extensively within the writing  
process. Table 4 presents that the first item under the engagement construct has achieved a mean of 4.60 (SD =  
0.49), with all the participants providing positive responses, with 12 participants (40%) agreeing and 18  
participants (60%) strongly agreeing. All of the participants agreed that they enjoy writing more and feel less  
worried when they use the platform, Cambridge Write & Improve. These results indicate that the feedback  
generated from the AI platform effectively reduced learners’ learning anxiety and fostered higher levels of  
enjoyment in writing, thus reinforcing continued engagement.  
In response to the second item, only one participant (3.3%) reported a neutral response, while 11 participants  
(36.7%) agreed and 18 participants (60%) strongly agreed that they write more when they received the  
feedback from Cambridge Write & Improve. The item yielded a mean score of 4.57 (SD = 0.56) suggesting  
that the immediate and personalized feedback provided indeed fostered enhanced engagement in writing. The  
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qualitative data provides richer insights into the way AI feedback enhances engagement. Participant 3  
commented, “The part that said “good sentence” or “well-organized paragraph.” It made me believe I can write  
long essays.” while P1 commented, “The part that told me I did some sentences really well. It made me feel  
proud and that I can write better.” In addition, P3 also mentioned, “I felt excited! Because I wanted to know  
how many sentences I got right.” These excerpts emphasized that immediate feedback provided positive  
reinforcement that could reduce anxiety and encouraged learners to be actively participating in the writing  
process.  
Cambridge Write & Improve Fosters Learner Autonomy  
Table 5 Mean Score and Standard Deviation of Autonomy  
No  
Item  
SD  
n
D
n
N
n
A
n
SA  
n
Mean  
Standard  
Deviation  
(%)  
0
(%)  
0
(%)  
1
(%)  
15  
(%)  
14  
1
2
I choose to use Cambridge Write &  
Improve because it helps me improve my  
writing.  
4.43  
4.33  
0.56  
0.91  
(0)  
(0)  
(3.3)  
(50)  
(46.7)  
I choose to use Cambridge Write &  
Improve because it is easy to use and  
interactive.  
0
3
0
11  
16  
(0)  
(10)  
(0)  
(36.7) (53.3)  
3
I can use Cambridge Write & Improve even  
when it’s not required, without having to  
wait for my teacher's feedback.  
0
4
0
9
17  
4.30  
1.01  
(0)  
(13.3)  
(0)  
(30)  
(56.7)  
SD = Strongly Disagree, D = Disagree, N = Neutral, A = Agree, SA = Strongly Agree  
The questionnaire findings also revealed that students reported an increase in autonomy while engaging with  
Cambridge Write & Improve. Descriptive statistics for the three questionnaire items assessing the autonomy  
construct are presented in Table 5, with mean scores ranging from 4.30 to 4.43. For the first item, 50% of  
participants agreed and 46.7% of participants strongly agreed with the statement that they choose to use  
Cambridge Write & Improve as it helps them to improve writing. This indicated a mean score of 4.43 (SD =  
0.56), highlighting that learners were intrinsically motivated to engage with the AI platform as a self-directed  
writing tool to enhance their writing proficiency. The second item which stated that the ease of use of the app  
and its interactive feature contribute to the reason that it is chosen to be applied in improving writing  
proficiency had a mean score of 4.33 (SD = 0.91). 16 participants (53.3%) strongly agree and 11 participants  
(36.7%) selected agree to its ease of use and interactive feature, whereas only 3 participants (10%) disagreed to  
this. The results have suggested that the platform was designed to be interactive and easily accessible to  
support autonomy in composing the tasks with minimal guidance. It is proposed to include more interactive  
and interesting elements to facilitate learner engagement and cater to the needs of multimodal learning.  
Pertaining to the third item, using Cambridge Write & Improve voluntarily without having to wait for teacher’s  
feedback has yielded a mean score of 4.30 (SD = 1.01), with 30% agreeing and 56.7% strongly agreeing.  
These findings demonstrate that AI tools support independent writing, enable learners to engage in self-  
directed learning and encourage autonomy even beyond classroom instruction. The interview data supported  
the quantitative findings which highlighted the learners’ autonomy. For instance, P1 explained, “Yes, like I can  
fix mistakes without asking the teacher all the time.” and P3 commented that, “I improved without asking my  
teacher. I felt like a real writer!”. Moreover, independent learning was observed in P4, “I tried rewriting my  
story. I looked at each sentence and fixed it one by one. It took time but I didn’t give up.” and P2 remarked, “I  
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fixed mistakes myself. I like it when I can do it alone.”. Similarly, P1 was happy to be able to correct the  
mistakes independently as mentioned, “I fixed my mistakes myself. I didn’t need to ask the teacher, so I felt  
happy and proud.” Collectively, these responses demonstrate that learners are willing to take responsibility in  
their writing, reflecting that the platform, Cambridge Write & Improve, had effectively promoted autonomy in  
the writing process.  
DISCUSSION  
Enhanced Writing Proficiency and Motivation Through AI-Generated Feedback  
The overall findings of the study reveal that consistent application of Cambridge Write & Improve have  
substantially improved learners’ writing proficiency and motivation. The findings indicated that learners’  
improvements were evident across the core writing components which include linguistic accuracy, coherence,  
vocabulary and holistic task completion based on the results from post-test. These positive performance  
developments were complemented by strong motivational outcomes across four motivational constructs which  
include self-efficacy, perseverance, engagement and autonomy, which have yielded high mean scores ranging  
from 4.30 - 4.63. Collectively, these results have proven that AI feedback indeed strengthened learners’ writing  
skills and fostered more confident, autonomous and engaged learners to improve in the writing component.  
The triangulation of data with the interview data further supported writing proficiency as learners regularly  
reported feeling “less scared”, “more willing to write” and “the urge to improve their writing better next time”.  
These outcomes in both quantitative and qualitative directly addressed the research question, demonstrating  
that the use of Cambridge Write & Improve affirmed learners’ motivation in English writing.  
The notable improvement in learners’ writing performance recorded a significant increase as reflected from  
pre-test to post-test. The upward progression from a lower grade to a higher grade represents the meaningful  
writing development in content, linguistic accuracy and overall ideas organisation. This progression aligns  
with Bandura’s social cognitive theory that asserted mastery experience constitutes the most influential  
indicator of self-efficacy (Kleppang et al., 2023). These measurable improvements observed in the noticeable  
elevation of test scores revealed that learners have developed stronger beliefs in their ability to perform writing  
tasks competently. In addition, the results also indicated that Cambridge Write & Improve is a successful  
integration in writing tasks as the enhancement in writing performance is parallel with the increase in learner  
motivation. These findings are further reinforced by the interview data, as the learners are described to be  
feeling “proud”, “less scared” and “more confident” after receiving feedback that were constructive and  
facilitated their writing performance. These insights proposed that improvements in writing ability and  
learners’ cognitive readiness are interdependent and mutually reinforcing. This corresponds to research by Tao  
and Yu (2024) that claimed learner readiness contributes to enhancement of writing proficiency and  
development in higher cognitive ability.  
Apart from that, self-efficacy emerged as a prominent outcome arose from learners’ engagement with AI  
feedback in writing tasks. The questionnaire responses revealed an exceptionally high level of agreement that  
learners possess stronger beliefs in their ability to improve writing when supported by AI feedback. Learners’  
perception of the AI writing tool employed which is Cambridge Write & Improve also demonstrated positive  
outcomes. Learners repeatedly emphasized that the AI tool indeed provided feedback in the form of specific  
guidance and constructive comments to improve their writing greatly enhanced their confidence. Mohammed  
and Khalid (2025) asserted that personalized and tailored feedback generated from AI promoted learners’  
confidence and as a result fostering greater engagement in writing tasks. Aligned with Bandura’s theory, the  
data indicated that specific, clear task guidance and supportive feedback significantly enhanced self-efficacy,  
especially when the feedback provided were timely and constructively. Young ESL learners are often hindered  
by low writing confidence (Yunus et al., 2021). Contrarily, Cambridge Write & Improve reduced these  
cognitive constraints by providing immediate and targeted feedback.  
AI Feedback as a Catalyst for Engagement, Confidence, and Writing Persistence  
A key finding from the study is that AI-generated feedback enhanced learner engagement with writing tasks  
and reduced anxiety thus fostered persistence in writing. Participants reported writing more frequently and felt  
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less anxious to start writing on their own. This finding highlighted that immediate feedback diminished the fear  
in making mistakes and other related challenges in ESL writing. This result is consistent with existing research  
that indicated AI feedback fostered a supportive and safe environment for learners to revise their writing,  
without having to be afraid of getting reprimanded (Wang, 2024). This is equivalent to the study which has  
shown that the immediacy of AI feedback reduced learner anxiety and facilitated self-regulation in writing  
(Sari & Han, 2024). These motivational benefits that were reported from the feedback provided by AI platform  
corresponded with Social Cognitive Theory that was emphasized by Teng (2024), when learners experience  
greater confidence, they are more likely to enhance persistence in completing the complex writing tasks.  
Evidence from this study indicates that Cambridge Write & Improve encourages learners to foster independent  
and self-directed writing practices. High-autonomy scores were recorded from both the questionnaire and  
interview data highlighting that learners are capable of engaging in self-regulated revision and correction of  
writing based on the feedback received. Learners act as active agents in their own learning and regulate their  
learning process rather than solely awaiting instructions from instructors passively, validating the theoretical  
perspective of Social Cognitive Theory. This result addresses a persistent consent in the literature that AI tools  
impede autonomy and promote dependence on AI (Frenkenberg & Hochman, 2025). The results indicated that  
AI feedback that is implemented properly in learning instructions foster autonomy for learners to be in control  
of their tasks correction. This result aligns with current research, in which AI acts as a role in supporting and  
scaffolding self-regulated writing, emphasizing support provided to learners without substituting the teacher's  
role (Jin et al., 2023). The pedagogical contributions of this study can be further enhanced by incorporating  
structured AI-assisted tool and feedback designed which aligned to the teaching content followed by gradually  
guidance toward an independence use of Cambridge Write & Improve in writing tasks.  
CONCLUSION  
The findings of this study contribute compelling evidence of AI feedback through Cambridge Write &  
Improve significantly enhances young ESL learners’ writing motivation thus improves in writing proficiency.  
The AI platform, Cambridge Write & Improve projected a positive outcome from the ESL learners. Most of  
the participants demonstrated measurable improvements in writing performance as observed in post-test.  
Applying the AI application in writing also enhanced learners’ motivation especially in elevated self-efficacy,  
persistence, engagement and autonomy. A key contribution of this study is grounded in filling the notable  
research gap on how AI platforms and the feedback provided shape learners’ motivation dynamic in enhancing  
writing coherence. The results demonstrated that AI-mediated feedback enhances the writing quality and  
strengthens learners’ intrinsic motivation and promotes self-regulated learning, which is consistent with Social  
Cognitive Theory. Despite the promising outcomes, the study is constrained by several limitations. The  
intervention was relatively short, with a sole AI tool being implemented and only conducted within a single  
school which may restrict the generalizability of the findings. Future studies should adopt longitudinal designs  
across diverse school settings to provide stronger empirical data of AI feedback in contributing to motivation  
level and writing development. In conclusion, the study adopted Cambridge Write & Improve which  
contributed to enhancing writing motivation and offers a transformative instructional approach to the teaching  
and learning of ESL writing.  
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