Integrating Automated Writing Evaluation into EFL Writing Practice

Abstract Artificial intelligence (AI) has positively impacted the development of writing skills, particularly automated writing evaluation (AWE). This study investigates the integration of AWE systems into English as a Foreign Language (EFL) writing for EFL university students. The study examines the experiences, evaluation, challenges and satisfaction of students. A mixed-methods design was employed with two stages, involving 154 EFL Arabic-speaking undergraduate students at a Saudi university. Data were collected using an online questionnaire in the first stage, semi-structured interviews, and samples of their EFL writing assignments before and after using AWE combined with reflective notes. The findings revealed that participants had little experience using AWE systems. However, they evaluated the usability and usefulness of AWE systems positively, noting that AWE improved their EFL lower-level writing skills, critical thinking, and autonomy while practising EFL writing. The results also showed that students using AWE did not face notable challenges regarding overreliance or cognitive overload and were highly satisfied with the system. The study further showed that using AWE enhanced self-evaluation, lifelong learning, and motivation to write in English. Finally, the study makes several recommendations to improve the policy and practice of EFL writing for policymakers, teachers, and researchers.