The Role of Automated Corrective Feedback in Improving EFL Learners' Mastery of the Writing Aspects

Abstract

Purpose. Automated Corrective Feedback (ACF) is one of the techniques used in EFL writing instruction and assessment. This technique has been widely employed to improve students’ writing skills over the last few decades. Adopting a mixed-method design with data triangulation, this study was conducted to investigate the effect of utilizing WRITER, one of the ACF software, on critical writing aspects including use and mechanics, vocabulary, structural organization, and content. Methods and procedure. A pre-post quasi-experimental research design was arranged to collect data from 44 Arab EFL learners assigned to four groups: two peer and self-editing control groups and two automated peer and self-editing experimental groups. While the two control groups were required to perform conventional self- or peer-editing tasks, the two experimental groups used WRITER, an ACF software, to edit both their own essays and those written by peers. Statistical analysis was run to examine differences in the writing aspects across the groups. Findings. The analysisиindicated significant differences among these four groups. Students involved in the peer-editing experimental group outperformed all groups on mechanics and structural organization. In addition, the self-editing experimental group did better than other groups in improving their vocabulary. Nonetheless, students in the self-editing control group, who did not utilize any type of ACF to improve their writing, performed better than all other groups in terms of the content aspect. Overall results revealed that ACF could increase the productivity of class time; provide valuable feedback on grammar, word choice, structural organization, use and mechanics and enhance students’ self-confidence in their compositions. These results suggest that ACF has a significant effect on EFL writing and can be an effective tool for improving writing skills. Conclusions. This study examined the impact of ACF of WRITER, a type of computer-assisted language learning tool, on enhancing EFL learners’ knowledge of the writing aspects. The findings of the study have some practical implications in the EFL writing classroom, as they inspire educators to incorporate ACF in self- and peer-editing activities and help their students improve language competency.