Korean middle school students’ use and perceptions of automated written corrective feedback provided by Grammarly: A case study

This study examines Korean adolescent English learners’ utilization and perceptions of automated written corrective feedback (AWCF), offering insights for effectively integrating AWCF into second language (L2) English writing instruction. Data from the written texts, revised drafts, and perception surveys of two third-grade Korean middle school students―who participated in three writing sessions―were analyzed alongside screencasts documenting their revision processes using AWCF. The findings show that both students actively analyzed and selectively incorporated AWCF from Grammarly, which enhanced the accuracy of their writing and helped them identify areas for improvement. They generally held positive views of AWCF. However, individual differences emerged in their revision actions, improvements in writing accuracy, and perceived comprehensibility of AWCF. These differences, influenced by their English proficiency levels and cognitive burdens from comprehending AWCF, underscore the need for differentiated instructional approaches to maximize the benefits of AWCF in L2 English writing instruction.