This paper presents the design and development process of the WeCWI-AI-Enabled Instructional Blog, a pedagogical innovation designed to enhance MUET Writing Task 2 performance among ESL undergraduates. Anchored in the Design, Development, and Research (DDR) framework, the study integrates principles from Web-based Cognitive Writing Instruction (WeCWI) and an Artificial Intelligence tool (ChatGPT) to improve MUET Writing performance among ESL undergraduates. This instructional blog was designed based on the comprehensive literature review and analysis of the current regulations and test specifications of MUET. In this study, the researcher only applied three phases of the ADDIE model, which are: Analysing, Designing, and Developing (ADD) without implementing and evaluating phases. The design and development phases involved analysis of the Comprehensive Literature Review and the Experts’ Review Form. Expert reviews from language educators and technology specialists provided crucial feedback on pedagogical alignment, usability, and content accuracy. Revisions were made based on their suggestions to enhance technological elements, scaffolding, and alignment with the MUET writing band. This article outlines the iterative development process and emphasises the importance of incorporating expert feedback in refining instructional tools. The findings contribute to the growing body of research on technology-enhanced language learning and underscore the potential of AI-enabled platforms to support high-stakes academic writing tasks.
Sharifuddin et al. (Wed,) studied this question.
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