Autonomous Learning and Students’ Perceptions of Automated Writing Evaluation as a Tool to Improve Writing Skills

Abstract

This study investigates the role of Write & Improve, an Automated Writing Evaluation (AWE) tool, in fostering autonomous learning among EFL students. Additionally, it examines students’ perceptions of AWE as a tool for enhancing writing proficiency. Adopting a mixed-methods approach, data were collected from 53 students enrolled in an English Preparation for Standardized Tests course at a public university in Thailand, using questionnaires and semi-structured interviews to assess autonomous learning behaviors and student perceptions. The findings suggest that engagement with AWE supports various aspects of learner autonomy, including independent learning and language awareness. Students generally viewed the Write & Improve intervention positively, particularly in terms of its effectiveness, usefulness, and motivational impact. However, the feedback was perceived as mechanistic and largely restricted to grammatical range and accuracy. The study concludes that AWE has the potential to promote autonomous learning by facilitating learning through feedback and revision. Moreover, students’ positive perceptions indicate a high level of acceptance of AWE technology. These findings have pedagogical implications for integrating AWE into autonomous learning frameworks and informing the design and implementation of AWE systems in educational contexts.