The Use of Automated Written Corrective Feedback Tools by Learners of English as a Foreign Language at Saudi Tertiary Education

Abstract

This study explored the effectiveness of automated written corrective feedback (AWCF) in learning English as a foreign language among undergraduate students in Saudi tertiary education, focusing on how learners responded to and benefited from it. Using a mixed-methods approach, data were collected from students’ written drafts before and after using AWCF and from a structured questionnaire capturing their perceptions and engagement. The findings showed that AWCF helped students identify and revise grammatical and spelling errors, improving surface-level linguistic accuracy. Students also demonstrated high engagement, critically assessing feedback, particularly for local proper nouns and context-specific language use. Although students largely trusted AWCF, they did not accept all suggestions, demonstrating self-monitoring and writing autonomy. The findings underscore the importance of teacher involvement in addressing higher-order concerns. The study recommends integrating AWCF with teacher feedback to maximize learning outcomes. Future research should use larger samples to test whether similar findings could be discovered. This study also did not fully examine the complementary role of instructors in AWCF use. It is also recommended that future research examine the effect of combining AWCF with teacher feedback on writing development.