Effectiveness of automated corrective feedback on EFL learners’ writing proficiency and perception
Bibliographic Data
| ID | 21485208 |
|---|---|
| Authors | Hui‐Fang Shang (0000-0002-2481-9454, I-Shou University, corresponding author) |
| Year | 2026 |
| Volume | 46 |
| Issue | 1 |
| Pages | 305-321 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Asia Pacific Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0218-8791 • E-ISSN: 1742-6855 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02188791.2024.2347318 |
| OpenAlex | W4395960936 |
| Language | EN |
| References cited | 29 |
With the advancement of computer technology, an automated corrective feedback (ACF) system has been developed to provide immediate feedback for self-corrections to improve learners’ writing quality. The purpose of this study was to investigate the impacts of students’ writing behaviour, number of revisions, and perceived usefulness of the ACF system on EFL students’ writing performance. The study used a pre-test/post-test experimental design with convenience sampling. The pre-test, post-test, and three writing tasks were administered to 121 participants in the experimental and control groups, with t-tests and multiple regression analysis used. Results indicated that the experimental group outperformed the control group after ACF intervention. The writing behaviours were significantly correlated with the perceived usefulness of the ACF application. Only drafting behaviour was found to be a significant predictor of ACF perceived usefulness. However, no significant relationships were found between the number of submissions, perceived usefulness of ACF, and writing behaviour and student writing performance. Based on the findings of the investigation, pedagogical implications, limitations, and future research directions were identified and discussed
Corrective Feedback · Language proficiency · Linguistics · Mathematics education · Perception · Second language · Second language writing · Computer Science · Education and Critical Thinking Development · EFL/ESL Teaching and Learning · Psychology · Student Assessment and Feedback
Exploring Engagement in Tasks in the Language Classroom
Learning Strategies in Second Language Acquisition
Student engagement with teacher and automated feedback on L2 writing
Student engagement with automated written corrective feedback (AWCF) provided by Grammarly
L2 vs. L1 Use of Synonymy
The effectiveness of automated writing evaluation in EFL/ESL writing
College students’ perception of e-feedback
Learner strategies
| Citation velocity | historical |
|---|---|
| Highly cited | No |