Integrating Automated Writing Evaluation into Saudi EFL Students’ Writing Practice

The increasing influence of artificial intelligence on educational methodologies has led to the emergence of AWE systems, which serve as valuable tools for enhancing writing skills through personalised feedback. This study aims to investigate the integration of AWE systems into EFL writing practices among university students, focusing on their experiences, evaluations, challenges, and satisfaction. A mixed-methods research design was conducted in two stages: the first involved 154 EFL Arabic-speaking undergraduate students at a Saudi university, while the second focused on a convenience sample of eight participants. Data were collected using an online questionnaire in the first stage, semi-structured interviews, reflective notes, and samples of EFL writing assignments before and after utilising the AWE system in the second stage. Findings revealed that participants had limited prior experience with AWE systems; nonetheless, they assessed its usability and utility positively, recognising its effectiveness in enhancing lower-level writing skills, critical thinking, and autonomy. Additionally, students did not encounter significant challenges related to overreliance or cognitive overload, reporting high satisfaction levels with the AWE systems. The study highlighted the promotion of self-evaluation, lifelong learning, and motivation to write in English through AWE utilisation. These findings provide valuable insights into the expanding field of AWE in language learning and offer recommendations for policymakers, educators, and researchers aiming to enhance EFL writing practices through AWE system incorporation.