The Role of AI-Facilitated Formative Assessment in Enhancing Learners’ Self-Assessment, Reflection, and Learner Autonomy in CLIL and ESP Contexts | ||
| جستارهای زبانی | ||
| Articles in Press, Accepted Manuscript, Available Online from 05 January 2026 | ||
| Document Type: مقاله تحقیق | ||
| DOI: 10.48311/lrr.2026.116589.1015 | ||
| Authors | ||
| Abd. Syakur* 1; Joko Slamet2; Dewi Hidayati3 | ||
| 1Department of English, Faculty of Education, Universitas PGRI Delta | ||
| 2Department of English, Faculty of Letters, Universitas Negeri Malang | ||
| 3Department of English Language Education, Sekolah Tinggi Agama Islam Diponegoro Tulungagung | ||
| Abstract | ||
| Despite the growing integration of Content and Language Integrated Learning (CLIL) and English for Specific Purposes (ESP) in higher education, the role of technology-driven formative assessment in fostering learners’ autonomy and reflective skills remains underexplored. Existing scholarship has primarily emphasized content mastery and linguistic accuracy, while less attention has been devoted to how artificial intelligence (AI)-facilitated assessment can support self-assessment and metacognitive engagement. This study investigates the role of AI-facilitated formative assessment in enhancing learners’ self-assessment, reflection, and learner autonomy within CLIL and ESP contexts. Employing a quasi-experimental design, data were collected from 62 undergraduate students purposively selected from CLIL- and ESP-related courses at a private university in East Java, Indonesia. Instruments included pre- and post-tests measuring comprehension and performance, a closed-ended questionnaire capturing learners’ perceptions of assessment practices, and structured interviews with six students to provide nuanced perspectives on their experiences. The findings revealed that AI-mediated formative assessment supported learners in identifying their strengths and limitations, promoting more active reflection and engagement with learning tasks. Students reported increased awareness of their progress and greater ownership of their learning, though some expressed concerns about over-reliance on automated feedback and difficulties interpreting system-generated evaluations. These insights suggest that while AI can meaningfully scaffold reflective practices and autonomy, its implementation requires careful pedagogical framing to ensure learners critically engage with feedback rather than accept it uncritically. | ||
| Keywords | ||
| autonomy; CLIL; ESP; formative assessment; reflection | ||
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