Exploring the role of digital writing tools in enhancing academic writing skills: The case of the Hemingway app in EFL classrooms

This study explored the application and effectiveness of Hemingway-based feedback in enhancing the academic writing skills and overall writing quality of Iranian EFL learners. Given the limited research on integrating digital tools into diverse educational contexts, the study aimed to: (1) examine the impact of the Hemingway app on EFL learners’ writing skills and quality; (2) investigate the retention of acquired knowledge; and (3) evaluate its impact on learners’ self-efficacy, motivation, and writing anxiety. Two intact classes comprising 40 intermediate TEFL and English Translation students (aged 18–22) from Kerman Islamic Azad University were selected for the study. One class (n = 20) was randomly assigned to the experimental group, which received instruction using the Hemingway app, while the control group (n = 20) followed traditional instruction methods. Both groups completed a writing pre-test and post-test. The study employed a Split-Plot ANOVA (SPANOVA) to assess the intervention's impact on writing performance across three time points. Additionally, the findings revealed that both methods significantly improved participants’ writing skills; however, the Hemingway app had a greater impact on content, communicative achievement, organization, and language. While the experimental group outperformed the control group, a slight decline in scores over time was observed. The Hemingway application has significantly enhanced students' self-efficacy in writing by boosting their confidence in generating ideas and using appropriate language, while also reducing their writing anxiety levels. These findings underscore the pedagogical potential of integrating digital tools like the Hemingway app into EFL writing instruction.