The Impact of the iWrite Automated Writing Evaluation System on University EFL Students’ Writing Performance and Writing Anxiety
Bibliographic Data
| ID | 22048530 |
|---|---|
| Authors | Jiapeng Du (Taishan University), Nur Rasyidah Mohd Nordin (0000-0001-7954-0250, Northern University of Malaysia) |
| Year | 2026 |
| Volume | 16 |
| Issue | 3 |
| Pages | 411 |
| Publication date | 2026-03-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16030411 |
| OpenAlex | W7134256535 |
| Language | EN |
| References cited | 34 |
Automated Writing Evaluation (AWE) systems have been increasingly integrated into second-language writing instruction; however, empirical evidence regarding the effectiveness of localized AWE tools in EFL contexts remains limited. This study investigated the impact of the iWrite Automated Writing Evaluation system on university EFL students’ writing performance and writing anxiety. Employing a quasi-experimental mixed-methods design, 60 Chinese university students were assigned to an experimental group using iWrite and a control group receiving traditional teacher feedback over a 12-week instructional period. Writing performance was assessed using the complexity, accuracy, and fluency (CAF) framework, while writing anxiety was measured through a validated questionnaire. Quantitative results revealed that the experimental group demonstrated significantly greater improvements in writing accuracy, fluency, and lexical complexity, as well as significantly lower levels of writing anxiety, compared with the control group. No significant difference was found in syntactic complexity. Qualitative findings further indicated that immediate, non-judgmental feedback and opportunities for repeated revision contributed to increased learner confidence and reduced anxiety. The findings suggest that localized AWE systems such as iWrite can effectively support both the cognitive and affective dimensions of EFL writing when integrated within a human–AI collaborative instructional framework
Anxiety · Collaborative writing · Empirical research · Fluency · Metacognition · Second language writing · Writing system · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning · Writing and Handwriting Education
Statistical Power Analysis for the Behavioral Sciences
A Cognitive Process Theory of Writing
Syntactic complexity in college-level English writing
Students’ online learning challenges during the pandemic and how they cope with them
Fostering student engagement with feedback
Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology.
The Control-Value Theory of Achievement Emotions
Introducing/Testing New SFL-Inspired Communication/Content/Function-Focused Measures for Assessing L2 Narrative Task Performance
Towards an Organic Approach to Investigating CAF in Instructed SLA
Effectiveness of automated writing evaluation systems in school settings
Preparation, Development, and Refinement of the Interview Protocol in Qualitative Research
Teachers in automated writing evaluation (AWE) system-supported ESL writing classes
Using thematic analysis in psychology
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
| Highly cited | No |
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