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Author ORCID Identifier

Riki Nasrullah: https://orcid.org/0000-0002-1081-4177

Abstract

This study examines the longitudinal impact of AI-supported writing analytics on academic literacy in multilingual higher education. Using a quasi-experimental design over two semesters with 124 undergraduates, the treatment group employed a GPT-based analytics tool, while the control group relied on conventional feedback. Using a longitudinal quasi-experimental design and repeated-measures analyses, the study found significant group effects and significant Group × Time interactions, indicating that the treatment group achieved larger and more sustained gains in academic literacy. Process-oriented indicators and learning analytics further showed a shift from surface editing to global revision, accompanied by deeper metacognitive engagement.

First Page

166

Last Page

184

Ethics Approval

Yes

Declaration Statement

Data Availability Statement

Not applicable

Funding Statement

This research received no specific grant from any funding agency, commercial or not-for-profit sectors.

Conflict of interest disclosure

The authors declare that there are no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper

Ethics Approval Statement

This study was conducted in accordance with established ethical standards for research involving human participants. Ethical approval was obtained from the institutional research ethics committee of the State University of Surabaya.

Participant Consent

Written informed consent was obtained from all participants prior to participation in the study.

Permission to reproduce material from other sources

N/A

Clinical trial registration 

N/A

Acknowledgements

We thank the participating students, course instructors, the expert panel who reviewed the rubric, and the independent raters who contributed to reliability checks.

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