VIEWPOINT: An Interactive Approach to Essay Writing

About the Project

Abstract Many students understand the basic structure of an essay but continue to experience difficulties in organising ideas, developing coherent paragraphs and using language accurately. Limited classroom time may further restrict teachers’ ability to provide timely and individualised feedback. This study examines VIEWPOINT, an interactive web-based application developed to support discursive essay writing through guided learning, writing practice and AI-supported formative feedback. The study aims to explore how VIEWPOINT supports students’ writing development, confidence and independence, while facilitating more focused teacher support. The participants comprise Foundation of Science and Technology students at Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) who use VIEWPOINT as part of their discursive essay writing instruction. The application provides concise lessons on essay planning, introductions, body paragraphs, cohesive devices and conclusions, allowing students to practise individual components before completing a full essay. The built-in AI writing assistant, Lumi, provides immediate formative feedback on content, organisation, vocabulary, grammar, spelling and punctuation. Data are collected through classroom observations, weekly student reflections, an overall student survey and students’ writing performance. Qualitative data are analysed using thematic analysis, while students’ writing performance is compared to examine changes in their essay writing. The study is expected to provide insights into the effectiveness of VIEWPOINT as an AI-supported writing instructional tool and its potential to enhance students’ ability to organise and develop ideas, produce coherent and accurate essays, and engage independently in the writing and revision process. The findings may also demonstrate how technology-supported formative feedback can complement classroom instruction and enable teachers to provide more targeted support to student writers.