Optimizing EFL Learners’ Writing Learning Processes through Automated Writing Evaluation
DOI:
https://doi.org/10.64850/cognitive.v1i1.11Keywords:
writing, efl learners, automated writing evaluation, library study, thematic analysisAbstract
This small-scale library study explores the role of Automated Writing Evaluation (AWE) in optimizing EFL learners’ writing processes. The researcher employed thematic analysis to analyze findings from 30 peer-reviewed journal articles published between 2019 and 2024. Data were coded using an open-coding strategy and grouped into overarching themes. Two dominant themes emerged: (1) AWE enhanced EFL learners' writing skills, and (2) AWE cultivated writing autonomy. These findings suggest that AWE facilitates more independent, confident, and proficient writing practices. Implications for integrating AWE tools into EFL classrooms and directions for future research are discussed.
Downloads
References
Alqasham, F. H., & Al-Ahdal, A. A. M. H. (2022). Effectiveness of mind-mapping as a digital brainstorming technique in enhancing attitudes of Saudi EFL learners to writing skills. Journal of Language and Linguistic Studies, 17(2), 1-16. http://www.jlls.org/index.php
Astutik, I., Widiati, U., Ratri, D. P., Jonathans, P. M., Nurkamilah, N., Devanti, Y. M., & Harfal, Z. (2024). Transformative Practices: Integrating Automated Writing Evaluation in Higher Education Writing Classrooms-A Systematic Review. Indonesian Journal on Learning and Advanced Education (IJOLAE), 6(3), 423-441. https://doi.org/10.23917/ijolae.v6i3.23675 DOI: https://doi.org/10.23917/ijolae.v6i3.23675
Barrot, J. S. (2024). Trends in automated writing evaluation systems research for teaching, learning, and assessment: A bibliometric analysis. Education and Information Technologies, 29(6), 7155–7179. https://doi.org/10.1007/s10639-023-12083-y DOI: https://doi.org/10.1007/s10639-023-12083-y
Benali, A. (2021). The Impact of Using Automated Writing Feedback in ESL/EFL Classroom Contexts. English Language Teaching, 14(12), 189-195. https://doi.org/10.5539/elt.v14n12p189 DOI: https://doi.org/10.5539/elt.v14n12p189
Braun, V., & Clarke, V. (2021). Conceptual and Design Thinking for Thematic Analysis. Qualitative Psychology, 9(1), 3–26. DOI: https://doi.org/10.1037/qup0000196
Budjalemba, A. S., & Listyani, L. (2020). Factors Contributing To Students Difficulties in Academic Writing Class: Students Perceptions. UC Journal: ELT, Linguistics and Literature Journal, 1(2), 135–149. https://doi.org/10.24071/uc.v1i2.2966 DOI: https://doi.org/10.24071/uc.v1i2.2966
Cao, C., & Wang, Z. (2023). A Review of the Effects of Automated Writing Evaluation on Learners English Writing Ability. Lecture Notes in Education Psychology and Public Media, 13(1), 160–165. https://doi.org/10.54254/2753-7048/13/20230874 DOI: https://doi.org/10.54254/2753-7048/13/20230874
Cheng, X., & Zhang, L. J. (2021). Sustaining university english as a foreign language learners’ writing performance through provision of comprehensive written corrective feedback. Sustainability (Switzerland), 13(15), 1-18. https://doi.org/10.3390/su13158192 DOI: https://doi.org/10.3390/su13158192
Dewi, U. (2023). Grammarly as Automated Writing Evaluation: Its Effectiveness from EFL Students’ Perceptions. Lingua Cultura, 16(2), 155–161. https://doi.org/10.21512/lc.v16i2.8315 DOI: https://doi.org/10.21512/lc.v16i2.8315
Dodigovic, M. (2021). Automated Writing Evaluation: The Accuracy of Grammarly’s Feedback on Form. International Journal of TESOL Studies, 3(4), 71–87. https://doi.org/10.46451/ijts.2021.06.06 DOI: https://doi.org/10.46451/ijts.2021.06.06
Escalante, J., Pack, A., & Barrett, A. (2023). AI-generated feedback on writing: insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(1), 57-63. https://doi.org/10.1186/s41239-023-00425-2 DOI: https://doi.org/10.1186/s41239-023-00425-2
Fan, N., & Ma, Y. (2022). The Effects of Automated Writing Evaluation (AWE) Feedback on Students’ English Writing Quality: A Systematic Literature Review. Language Teaching Research Quarterly, 28(3), 53–73. https://doi.org/10.32038/ltrq.2022.28.03 DOI: https://doi.org/10.32038/ltrq.2022.28.03
Geng, J., & Razali, A. B. (2022). Effectiveness of the Automated Writing Evaluation Program on Improving Undergraduates’ Writing Performance. English Language Teaching, 15(7), 49-60. https://doi.org/10.5539/elt.v15n7p49 DOI: https://doi.org/10.5539/elt.v15n7p49
Harun, F., Rusli, H., Wahyuni, S., Marwiyah, & Sudirman. (2024). Development of Google Form-based Digital Worksheets to Increase the Learning Spirit of High School Students. Journal of Social and Scientific Education, 1(1), 23–32. https://doi.org/10.58230/josse.v1i1.43 DOI: https://doi.org/10.58230/josse.v1i1.43
Hung, R.-T., Chang, K.-H., Chen, K. T.-C., & Chuang, Y.-S. (2024). Impact of Automated Writing Evaluation System and Revision Processes on College Students’ Writing Skills in English as a Foreign Language Course, 5(2), 1-6. https://doi.org/10.3390/engproc2024074052 DOI: https://doi.org/10.3390/engproc2024074052
Hyland, K., & Hyland, F. (2019). Interpersonality and teacher-written feedback. Feedback in Second Language Writing: Contexts and Issues, 2(2), 165–183. https://doi.org/10.1017/9781108635547.011 DOI: https://doi.org/10.1017/9781108635547.011
Klassen, A. C., Creswell, J., Plano Clark, V. L., Smith, K. C., & Meissner, H. I. (2012). Best practices in mixed methods for quality of life research. Quality of Life Research, 21(3), 377–380. https://doi.org/10.1007/s11136-012-0122-x DOI: https://doi.org/10.1007/s11136-012-0122-x
Lee, Y. J. (2020). The long-term effect of automated writing evaluation feedback on writing development. English Teaching(South Korea), 75(1), 67–92. https://doi.org/10.15858/engtea.75.1.202003.67 DOI: https://doi.org/10.15858/engtea.75.1.202003.67
Li, R. (2023). Still a fallible tool? Revisiting effects of automated writing evaluation from activity theory perspective. British Journal of Educational Technology, 54(3), 773–789. https://doi.org/10.1111/bjet.13294 DOI: https://doi.org/10.1111/bjet.13294
Li, Z. (2021). Teachers in automated writing evaluation (AWE) system-supported ESL writing classes: Perception, implementation, and influence. System Journal, 9(9), 10-25. https://doi.org/10.1016/j.system.2021.102505 DOI: https://doi.org/10.1016/j.system.2021.102505
Link, S., Mehrzad, M., & Rahimi, M. (2022). Impact of automated writing evaluation on teacher feedback, student revision, and writing improvement. Computer Assisted Language Learning, 35(4), 605–634. https://doi.org/10.1080/09588221.2020.1743323 DOI: https://doi.org/10.1080/09588221.2020.1743323
Mat, A. C., Zulkornain, L. H., & Rahman, N. A. A. (2024). Automated Writing Evaluation: Users’ Perception and Expectations. International Journal of Information and Education Technology, 14(2), 183–192. https://doi.org/10.18178/ijiet.2024.14.2.2039 DOI: https://doi.org/10.18178/ijiet.2024.14.2.2039
McCarthy, K. S., Roscoe, R. D., Allen, L. K., Likens, A. D., & McNamara, D. S. (2022). Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision? Assessing Writing, 52(2), 1-21. https://doi.org/10.1016/j.asw.2022.100608 DOI: https://doi.org/10.1016/j.asw.2022.100608
McNamara, D. S., & Kendeou, P. (2022). The early automated writing evaluation (eAWE) framework. Assessment in Education: Principles, Policy and Practice, 29(2), 150–182. https://doi.org/10.1080/0969594X.2022.2037509 DOI: https://doi.org/10.1080/0969594X.2022.2037509
Miranty, D., & Widiati, U. (2021). Automated Writing Evaluation (AWE) in Higher Education: Indonesian EFL Students’ Perceptions about Grammarly Use across Student Cohorts. Pegem Egitim ve Ogretim Dergisi, 11(4), 126–137. https://doi.org/10.47750/pegegog.11.04.12 DOI: https://doi.org/10.47750/pegegog.11.04.12
Moonma, J. (2021). Comparing Collaborative Writing Activity in EFL Classroom: Face-to-Face Collaborative Writing versus Online Collaborative Writing Using Google Docs. Asian Journal of Education and Training, 7(4), 204–215. https://doi.org/10.20448/journal.522.2021.74.204.215 DOI: https://doi.org/10.20448/journal.522.2021.74.204.215
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis: Striving to Meet the Trustworthiness Criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847 DOI: https://doi.org/10.1177/1609406917733847
Palermo, C., & Wilson, J. (2020). Implementing automated writing evaluation in different instructional contexts: A mixed-methods study. Journal of Writing Research, 12(1), 63–108. https://doi.org/10.17239/JOWR-2020.12.01.04 DOI: https://doi.org/10.17239/jowr-2020.12.01.04
Parra, G. L., & Calero, S. X. (2019). Automated writing evaluation tools in the improvement of the writing skill. International Journal of Instruction, 12(2), 209–226. https://doi.org/10.29333/iji.2019.12214a DOI: https://doi.org/10.29333/iji.2019.12214a
Rara, M. Z., Liza, H. H., Asti, A. S. N. A., & Riri, R. R. F. (2024). Challenges and Opportunities for Using Smartphones as Learning Media for Students of Islamic Education Study Program, State University of Jakarta. Journal of Social and Scientific Education, 1(1), 1–8. https://doi.org/10.58230/josse.v1i1.30 DOI: https://doi.org/10.58230/josse.v1i1.30
Rofiah, N. L., Sha’ar, M. Y. M. A., & Waluyo, B. (2023). The efficacy of integrating Padlet-mediated feedback into writing lessons: A case of lowproficiency Students. JALT CALL Journal, 19(3), 317–343. https://doi.org/10.29140/JALTCALL.V19N3.1150 DOI: https://doi.org/10.29140/jaltcall.v19n3.1150
Sari, E., & Han, T. (2024). The impact of automated writing evaluation on English as a foreign language learners’ writing self-efficacy, self-regulation, anxiety, and performance. Journal of Computer Assisted Learning, 4(5), 2065–2080. https://doi.org/10.1111/jcal.13004 DOI: https://doi.org/10.1111/jcal.13004
Shi, Z., Liu, F., Lai, C., & Jin, T. (2022). Enhancing the use of evidence in argumentative writing through collaborative processing of content-based qutomated writing evaluation feedback. Language Learning & Technology, 26(2), 106–128. https://doi.org/10125/73481 DOI: https://doi.org/10.64152/10125/73481
Sulistyanto, I., & Kadiri, U. I. (2024). The Effectiveness of Blooket Media Toward Students' Vocabulary Mastery The Effectiveness of Blooket Media Toward Students' Vocabulary Mastery, 12(2). 222-237. https://doi.org/10.24952/ee.v12i2.13944 DOI: https://doi.org/10.24952/ee.v12i2.13944
Tsai, S. C. (2022). Chinese students’ perceptions of using Google Translate as a translingual CALL tool in EFL writing. Computer Assisted Language Learning, 35(5–6), 1250–1272. https://doi.org/10.1080/09588221.2020.1799412 DOI: https://doi.org/10.1080/09588221.2020.1799412
Waer, H. (2023). The effect of integrating automated writing evaluation on EFL writing apprehension and grammatical knowledge. Innovation in Language Learning and Teaching, 17(1), 47–71. https://doi.org/10.1080/17501229.2021.1914062 DOI: https://doi.org/10.1080/17501229.2021.1914062
Wang, Y., Luo, X., Liu, C. C., Tu, Y. F., & Wang, N. (2022). An Integrated Automatic Writing Evaluation and SVVR Approach to Improve Students’ EFL Writing Performance. Sustainability (Switzerland), 14(18). 1-19. https://doi.org/10.3390/su141811586 DOI: https://doi.org/10.3390/su141811586
Wei, P., Wang, X., & Dong, H. (2023). The impact of automated writing evaluation on second language writing skills of Chinese EFL learners: a randomized controlled trial. Frontiers in Psychology, 14(9), 1–11. https://doi.org/10.3389/fpsyg.2023.1249991 DOI: https://doi.org/10.3389/fpsyg.2023.1249991
Wilson, J., Cordero, T. C., Potter, A., Myers, M., Macarthur, C. A., Beard, G., Fudge, E. A., Raiche, A., & Ahrendt, C. (2024). Recommendations for Integrating Automated Writing Evaluation with Evidence-Based Instructional Practices. American Associated Educational Journal, 1(9), 1–9. https://doi.org/10.47852/bonviewIJCE42024011 DOI: https://doi.org/10.47852/bonviewIJCE42024011
Wilson, J., Huang, Y., Palermo, C., Beard, G., & MacArthur, C. A. (2021). Automated Feedback and Automated Scoring in the Elementary Grades: Usage, Attitudes, and Associations with Writing Outcomes in a Districtwide Implementation of MI Write. International Journal of Artificial Intelligence in Education, 31(2), 234–276. https://doi.org/10.1007/s40593-020-00236-w DOI: https://doi.org/10.1007/s40593-020-00236-w
Woodworth, J., & Barkaoui, K. (2020). Perspectives on Using Automated Writing Evaluation Systems to Provide Written Corrective Feedback in the ESL Classroom. TESL Canada Journal, 37(2), 234–247. https://doi.org/10.18806/tesl.v37i2.1340 DOI: https://doi.org/10.18806/tesl.v37i2.1340
Xue, Y. (2024). Towards automated writing evaluation: A comprehensive review with bibliometric, scientometric, and meta-analytic approaches. Education and Information Technologies Journal, 9(4). 1-43. https://doi.org/10.1007/s10639-024-12596-0 DOI: https://doi.org/10.1007/s10639-024-12596-0
Yao, D. (2021). Automated writing evaluation for ESL learners: A case study of pigai system. Journal of Asia TEFL, 18(3), 949–958. https://doi.org/10.18823/asiatefl.2021.18.3.14.949 DOI: https://doi.org/10.18823/asiatefl.2021.18.3.14.949
Yildiz, H., & Gonen, S. I. K. (2024). Automated Writing Evaluation System for Feedback in the Digital World: an Online Learning Opportunity for English As a Foreign Language Students. Turkish Online Journal of Distance Education, 25(3), 184–206. https://doi.org/10.17718/TOJDE.1169727 DOI: https://doi.org/10.17718/tojde.1169727
Zhai, N., & Ma, X. (2022). Automated writing evaluation (AWE) feedback: a systematic investigation of college students’ acceptance. Computer Assisted Language Learning, 35(9), 2817–2842. https://doi.org/10.1080/09588221.2021.1897019 DOI: https://doi.org/10.1080/09588221.2021.1897019
Zhai, N., & Ma, X. (2023). The Effectiveness of Automated Writing Evaluation on Writing Quality: A Meta-Analysis. Journal of Educational Computing Research, 61(4), 875–900. https://doi.org/10.1177/07356331221127300 DOI: https://doi.org/10.1177/07356331221127300
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Kristian Florensio Wijaya (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with Cognitive Insight in Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
