Designing and evaluating FURAP: An AI-assisted web-based platform for EFL writing instruction
DOI:
https://doi.org/10.32332/joelt.v14i1.13563Keywords:
AI-assisted writing, EFL writing, descriptive text, scaffolding, web-based platformAbstract
This study aimed to identify students’ writing learning needs, design and develop the FURAP (Feedback, Understanding, Revision, Assistance, and Practice) platform, and investigate users’ responses toward the developed platform. The study employed Design and Development Research (DDR) using descriptive qualitative and quantitative approaches, consisting of four stages: needs analysis, platform design, platform development, and limited evaluation. The research involved 83 eleventh-grade students and three English teachers from a public senior high school in Central Java, Indonesia, during the needs-analysis stage, while the limited evaluation involved 19 university students enrolled in an English Language Teaching Innovation course. Data were collected through a 43-item four-point Likert-scale questionnaire, semi-structured interviews, document analysis, and rubric-guided evaluation activities. The questionnaire was developed based on needs-analysis frameworks and reviewed for content relevance, with 11 writing-related items selected for detailed analysis. The findings revealed that students experienced difficulties in grammar, vocabulary, idea development, and writing guidance. They also expressed needs for structured writing support, detailed feedback, brainstorming assistance, and technology-assisted learning. Based on these findings, the FURAP platform was developed as an AI-assisted web-based writing environment integrating Brainstormer, Guide, Learn, Insight, Improve, and AI Mentor features to support descriptive-text learning. The limited evaluation indicated generally positive perceptions regarding usability, accessibility, instructional relevance, and writing support. However, these findings represent preliminary usability and instructional feedback rather than evidence of learning effectiveness, as classroom implementation and writing-performance measurement were not conducted. Future studies should evaluate the platform in authentic classroom settings with the intended target users.
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