Optimizing SIM-Aril as A Smart Feedback Engine for Academic Writing in Open and Distance Learning

Milawati Milawati; Nuraziza Aliah; Maya Puspitasari; Dwi Rezki Hardianto Putra Rustan; Siti Hadianti; Dewi Wardah Mazidatur Rohmah

doi:10.21462/ijefl.v11i2.1066

Milawati Milawati Universitas Terbuka, Indonesia
Nuraziza Aliah Universitas terbuka, Indonesia
Maya Puspitasari Universitas Terbuka, Indonesia
Dwi Rezki Hardianto Putra Rustan Universitas Terbuka, Indonesia
Siti Hadianti Universitas Terbuka, Indonesia
Dewi Wardah Mazidatur Rohmah University of New South Wales, Australia

DOI: https://doi.org/10.21462/ijefl.v11i2.1066

Keywords: academic writing; self-regulated learning; digital assessment; feedback literacy; online portfolio; open and distance learning

Abstract

Academic writing development in open and distance learning (ODL) environments remains challenging because students must independently regulate complex writing processes while receiving limited opportunities for continuous interaction and feedback. Existing digital learning platforms often emphasize assignment submission rather than supporting writing development as an iterative process involving planning, feedback utilization, reflection, and revision. This study aimed to develop and evaluate SIM-Aril as an online portfolio-based self-regulated feedback platform for supporting academic writing development in an ODL context. This study employed a Research and Development (R&D) design involving needs analysis, platform development, validation, implementation, and evaluation. Data were collected from 122 students and 38 tutors through self-regulated writing questionnaires, tutor competency questionnaires, expert evaluation, and qualitative responses. Quantitative data were analyzed using descriptive statistics, reliability analysis, correlation analysis, regression analysis, and exploratory factor analysis, while qualitative data were analyzed thematically. The findings demonstrate that SIM-Aril supported academic writing development through the integration of digital portfolio assessment, tutor scaffolding, and student self-regulated writing processes. Students demonstrated strong engagement in revision, feedback utilization, metacognitive monitoring, and other writing regulation activities. Tutor evaluation indicated that academic writing supervision represented an important component supporting SIM-Aril implementation. The integrated findings show that SIM-Aril functions not merely as a digital submission platform but as a self-regulated feedback ecosystem that connects learner autonomy, instructional support, and formative feedback. This study contributes theoretically by extending digital assessment research through a model that integrates individual self-regulation, socially shared regulation, and feedback literacy within technology-supported academic writing environments. Practically, the findings suggest that effective digital assessment in ODL should be designed to support learning processes rather than only evaluate final outcomes.

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