STUDENTS’ PERCEPTIONS ON THE USE OF PAPERRATER FOR ESSAY WRITING FEEDBACK
This study investigates how EFL students perceive the use of PaperRater as an automated feedback tool in essay writing. Although Grammarly and ChatGPT have received significant attention, PaperRater remains underexplored. Using a qualitative narrative inquiry approach, three Indonesian undergraduate...
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| Format: | Article |
| Language: | English |
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Fakultas Sastra, Universitas Islam Sumatera Utara (UISU)
2025-06-01
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| Series: | Language Literacy: Journal of Linguistics, Literature, and Language Teaching |
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| Online Access: | https://jurnal.uisu.ac.id/index.php/languageliteracy/article/view/11311 |
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| _version_ | 1849702892201574400 |
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| author | Rohiidah Salsabila Aridah Aridah Iwan Setiawan |
| author_facet | Rohiidah Salsabila Aridah Aridah Iwan Setiawan |
| author_sort | Rohiidah Salsabila |
| collection | DOAJ |
| description | This study investigates how EFL students perceive the use of PaperRater as an automated feedback tool in essay writing. Although Grammarly and ChatGPT have received significant attention, PaperRater remains underexplored. Using a qualitative narrative inquiry approach, three Indonesian undergraduate students shared their experiences via interviews and by submitting annotated drafts for analysis. The results show that PaperRater helped them improve grammar, vocabulary, and sentence structure by providing quick feedback that encouraged independent revision. However, they also faced several challenges, such as unclear suggestions, occasional inaccuracies, and the tool’s inability to address more complex writing aspects like argument development and coherence. Although some students initially found the interface confusing, they gradually became more comfortable using it. Overall, PaperRater was seen as a helpful tool for correcting surface-level errors, but it still needed to be combined with teacher feedback and other tools to support deeper writing improvement. This study emphasizes the importance of using automated tools thoughtfully and in balance with human guidance. Further research with a larger group of participants is recommended to explore long-term effects. |
| format | Article |
| id | doaj-art-e155c30841494f978cca27d593a624e9 |
| institution | DOAJ |
| issn | 2580-8672 2580-9962 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Fakultas Sastra, Universitas Islam Sumatera Utara (UISU) |
| record_format | Article |
| series | Language Literacy: Journal of Linguistics, Literature, and Language Teaching |
| spelling | doaj-art-e155c30841494f978cca27d593a624e92025-08-20T03:17:28ZengFakultas Sastra, Universitas Islam Sumatera Utara (UISU)Language Literacy: Journal of Linguistics, Literature, and Language Teaching2580-86722580-99622025-06-019133734910.30743/ll.v9i1.113116944STUDENTS’ PERCEPTIONS ON THE USE OF PAPERRATER FOR ESSAY WRITING FEEDBACKRohiidah Salsabila0Aridah Aridah1Iwan Setiawan2Mulawarman UniversityMulawarman UniversityMulawarman UniversityThis study investigates how EFL students perceive the use of PaperRater as an automated feedback tool in essay writing. Although Grammarly and ChatGPT have received significant attention, PaperRater remains underexplored. Using a qualitative narrative inquiry approach, three Indonesian undergraduate students shared their experiences via interviews and by submitting annotated drafts for analysis. The results show that PaperRater helped them improve grammar, vocabulary, and sentence structure by providing quick feedback that encouraged independent revision. However, they also faced several challenges, such as unclear suggestions, occasional inaccuracies, and the tool’s inability to address more complex writing aspects like argument development and coherence. Although some students initially found the interface confusing, they gradually became more comfortable using it. Overall, PaperRater was seen as a helpful tool for correcting surface-level errors, but it still needed to be combined with teacher feedback and other tools to support deeper writing improvement. This study emphasizes the importance of using automated tools thoughtfully and in balance with human guidance. Further research with a larger group of participants is recommended to explore long-term effects.https://jurnal.uisu.ac.id/index.php/languageliteracy/article/view/11311automated feedbackpaperraterefl studentsessay writing |
| spellingShingle | Rohiidah Salsabila Aridah Aridah Iwan Setiawan STUDENTS’ PERCEPTIONS ON THE USE OF PAPERRATER FOR ESSAY WRITING FEEDBACK Language Literacy: Journal of Linguistics, Literature, and Language Teaching automated feedback paperrater efl students essay writing |
| title | STUDENTS’ PERCEPTIONS ON THE USE OF PAPERRATER FOR ESSAY WRITING FEEDBACK |
| title_full | STUDENTS’ PERCEPTIONS ON THE USE OF PAPERRATER FOR ESSAY WRITING FEEDBACK |
| title_fullStr | STUDENTS’ PERCEPTIONS ON THE USE OF PAPERRATER FOR ESSAY WRITING FEEDBACK |
| title_full_unstemmed | STUDENTS’ PERCEPTIONS ON THE USE OF PAPERRATER FOR ESSAY WRITING FEEDBACK |
| title_short | STUDENTS’ PERCEPTIONS ON THE USE OF PAPERRATER FOR ESSAY WRITING FEEDBACK |
| title_sort | students perceptions on the use of paperrater for essay writing feedback |
| topic | automated feedback paperrater efl students essay writing |
| url | https://jurnal.uisu.ac.id/index.php/languageliteracy/article/view/11311 |
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