Scholarlink

<p>Students in EFL writing classrooms have been increasingly relying on Automated Written Corrective Feedback (AWCF) software as a quick solution to polishing up their writing. Nevertheless, few studies have looked into the metacognitive process of how students interpret, reflect on, and apply the feedback provided. This study explores the interaction of tertiary-level students using an AWCF software in academic writing tasks. Reflective journals and transcriptions from group discussions are adopted to collect data on how students accept or reject the feedback provided by the AWCF software. Findings illustrate students’ iterative thinking processes in pre-, mid-, and post-stages of writing with AWCF-assisted software. Additionally, students highlight key challenges including difficulties in integrating feedback into their writing and the risk of over-reliance on automated corrections. The study concludes by discussing the pedagogic value of incorporating reflective journals in writing classrooms and implications on the practicality of using AWCF software.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Exploring tertiary students’ metacognitive writing processes in academic writing tasks with automated written corrective feedback software

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月25日

查看全文
  • James Chialin Wu

摘要

Students in EFL writing classrooms have been increasingly relying on Automated Written Corrective Feedback (AWCF) software as a quick solution to polishing up their writing. Nevertheless, few studies have looked into the metacognitive process of how students interpret, reflect on, and apply the feedback provided. This study explores the interaction of tertiary-level students using an AWCF software in academic writing tasks. Reflective journals and transcriptions from group discussions are adopted to collect data on how students accept or reject the feedback provided by the AWCF software. Findings illustrate students’ iterative thinking processes in pre-, mid-, and post-stages of writing with AWCF-assisted software. Additionally, students highlight key challenges including difficulties in integrating feedback into their writing and the risk of over-reliance on automated corrections. The study concludes by discussing the pedagogic value of incorporating reflective journals in writing classrooms and implications on the practicality of using AWCF software.