EFL Learners’ Use of Automated Corrective Feedback in Saudi Tertiary Education

This study investigated the effectiveness of automated written corrective feedback (AWCF) in supporting learning of English as a foreign language (EFL) among undergraduate students in Saudi tertiary education, with particular focus on how learners responded to and benefited from AWCF. Drawing on a mixed-methods approach, data were collected from students’ written drafts before and after using AWCF, as well as from a structured questionnaire designed to capture their perceptions and patterns of engagement. The findings revealed that AWCF significantly assisted students in identifying and revising grammatical and spelling errors, supporting claims about AWCF utility in enhancing surface-level linguistic accuracy. Moreover, students exhibited strong engagement with the tool, critically assessing its feedback- particularly in instances involving local proper nouns and context-specific language use. While students generally trusted AWCF, they did not accept all suggestions uncritically, reflecting the development of self-monitoring skills and greater writing autonomy. The findings underscore the essential role of teacher alongside AWCF, particularly in addressing higher-order writing concerns and promoting students’ critical thinking. The study recommends an integrated feedback approach that combines the advantages of both AWCF and teacher feedback to enhance learning outcomes.