Abstract

Research has confirmed the effectiveness of integrating AWE (Automated Writing Evaluation) into L2 writing instruction and pedagogy. Yet, little research on students’ perceptions of integration has been conducted in terms of learning and assessment. To address the gap, the current study aimed to explore the perceptions of students regarding the integration of automated writing evaluation (AWE) systems. The research is grounded in the context of a case study, which provides a detailed examination of student attitudes and experiences with AWE tools within a specific educational setting. Data was gathered from classroom observation and a semi-structured interview with one focal participant. Key findings reveal that while the student acknowledged the convenience and immediate feedback provided by AWE systems, they also expressed concerns about the potential for reduced human interaction and the limitations of automated feedback in capturing the nuances of language learning. This case study contributes to the broader discourse on technology in writing instruction by providing empirical evidence on EFL students’ perceptions of AWE systems. It offers insights for educators, policymakers, and technologists on how to design and implement AWE tools that are responsive to the needs and perceptions of L2 writers.

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