Exploring the Challenges of Automated Writing Feedback in EFL Writing: Learners’ Experiences with Write & Improve
DOI:
https://doi.org/10.61987/jelp.v1i1.44Keywords:
Write & Improve, Automated Feedback, EFL Writing, Writing SkillsAbstract
This study aims to explore the challenges experienced by learners when using Write & Improve with Cambridge to develop writing skills, with attention to feedback interpretation, idea development, revision, and students’ willingness to continue using automated feedback. The study employed a qualitative case study design involving 31 students. Data were collected through a seven-question questionnaire administered via Google Forms and analyzed using thematic analysis to identify patterns in students’ experiences and perceptions. The findings show that Write & Improve was useful for identifying grammatical errors, providing immediate feedback, and supporting writing practice. However, students also experienced limitations because the feedback was perceived as insufficiently personalized and less helpful for developing ideas, sentence variety, coherence, organization, and understanding the reasons behind corrections. The study concludes that automated feedback can support writing development but cannot replace human guidance and student engagement. The implication is that Write & Improve should be integrated as a complementary tool alongside teacher feedback, reflection, and revision activities. This approach can promote meaningful, independent, and reflective writing development.
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