Abstract

Automated writing evaluation (AWE) has become an increasingly significant tool in English as a foreign language (EFL) and teaching English as a foreign language (TEFL) instruction. This study conducts a comprehensive bibliometric and mapping analysis of AWE-related research published between January 2008 and February 2025, drawing data from the Web of Science database. The primary objective is to uncover prevailing research patterns, commonly used methodologies and research gaps. A dataset of 72 studies was evaluated based on (a) research methods, (b) types of data utilised, (c) levels of participants and (d) AWE platforms and tools. A strong focus is highlighted by findings on undergraduate student populations and a methodological preference for mixed design over other designs. Writings of students, often supplemented by surveys and preassessments and postassessments, made up the main data sources. Among the AWE tools, the most commonly used were Grammarly and Pigai system, with Pigai’s high usage reflecting the major research output of China. Several studies either omitted tool specifications or were nonempirical in nature. In contrast with broader bibliometric analyses of AWE, this study offers unique insight into its application within EFL and TEFL, where scholarly inquiry is still comparatively limited. The findings mainly show AWE’s increasing influence in writing pedagogy while calling for increased research into its educational effectiveness in the long run.

This work is licensed under a Creative Commons Attribution 4.0 License.