Effectiveness of automated corrective feedback on EFL learners’ writing proficiency and perception

ABSTRACT

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.

KEYWORDS:

• Automated corrective feedback (ACF)
• writing behaviour
• number of submission
• usefulness of ACF application
• EFL writing performance

Author contribution

This paper aims to uncover EFL students’ revision behaviours while using a specific ACF system, Pigai in Taiwan. The number of revisions and the perceived usefulness of the ACF system in EFL students’ writing performance are also investigated. The manuscript has not been published, or submitted for publication elsewhere.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was funded by the Ministry of Science and Technology [MOST 111-2410-H-214-010].

Notes on contributors

Hui-Fang Shang

Hui-Fang Shang is a Full Professor of Department of Global Communications and Applied English at I-Shou University in Taiwan. Her expertise and research interests include TEFL, CALL, and curriculum design.