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<p>This study examines the psycho-emotional impact of Automated Written Corrective Feedback (AWCF) delivered via Grammarly on English as a Foreign Language (EFL) learners, specifically focusing on writing accuracy, self-regulation, and Directed Motivational Currents (DMCs). Employing a sequential explanatory mixed-methods design, this research engaged intermediate-level EFL learners in a sophomore English Composition course at a Chinese university. Participants were divided into two groups: the experimental group, which received both teacher feedback and AWCF, and the control group, which received only teacher feedback. Quantitative findings from pre- and post-assessments on writing performance, self-regulation, and DMC scales indicate that AWCF significantly enhanced writing accuracy, particularly in task response, coherence and cohesion, lexical resources, and grammatical range. Furthermore, AWCF fostered stronger self-regulatory behaviors and a positive motivational trajectory in learners, as evidenced by higher self-regulation and DMC scores; however, the DMC increase was not statistically significant after adjusting for baseline pre-test scores. Qualitative insights from semi-structured interviews highlight AWCF’s role in promoting self-monitoring, confidence, and skill improvement, alongside challenges such as cognitive overload and the need for more contextualized feedback. This study adds to the growing research on technology-enhanced language education by underscoring AWCF's potential to foster both linguistic and psycho-emotional development in EFL contexts.</p>

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Automated written corrective feedback: fostering writing accuracy, self-regulation, and motivational dynamics in EFL learners

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月9日

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  • Yingying Zhai

摘要

This study examines the psycho-emotional impact of Automated Written Corrective Feedback (AWCF) delivered via Grammarly on English as a Foreign Language (EFL) learners, specifically focusing on writing accuracy, self-regulation, and Directed Motivational Currents (DMCs). Employing a sequential explanatory mixed-methods design, this research engaged intermediate-level EFL learners in a sophomore English Composition course at a Chinese university. Participants were divided into two groups: the experimental group, which received both teacher feedback and AWCF, and the control group, which received only teacher feedback. Quantitative findings from pre- and post-assessments on writing performance, self-regulation, and DMC scales indicate that AWCF significantly enhanced writing accuracy, particularly in task response, coherence and cohesion, lexical resources, and grammatical range. Furthermore, AWCF fostered stronger self-regulatory behaviors and a positive motivational trajectory in learners, as evidenced by higher self-regulation and DMC scores; however, the DMC increase was not statistically significant after adjusting for baseline pre-test scores. Qualitative insights from semi-structured interviews highlight AWCF’s role in promoting self-monitoring, confidence, and skill improvement, alongside challenges such as cognitive overload and the need for more contextualized feedback. This study adds to the growing research on technology-enhanced language education by underscoring AWCF's potential to foster both linguistic and psycho-emotional development in EFL contexts.