The Impact of the iWrite Automated Writing Evaluation System on University EFL Students’ Writing Performance and Writing Anxiety

Automated Writing Evaluation (AWE) systems have been increasingly integrated into second-language writing instruction; however, empirical evidence regarding the effectiveness of localized AWE tools in EFL contexts remains limited. This study investigated the impact of the iWrite Automated Writing Evaluation system on university EFL students’ writing performance and writing anxiety. Employing a quasi-experimental mixed-methods design, 60 Chinese university students were assigned to an experimental group using iWrite and a control group receiving traditional teacher feedback over a 12-week instructional period. Writing performance was assessed using the complexity, accuracy, and fluency (CAF) framework, while writing anxiety was measured through a validated questionnaire. Quantitative results revealed that the experimental group demonstrated significantly greater improvements in writing accuracy, fluency, and lexical complexity, as well as significantly lower levels of writing anxiety, compared with the control group. No significant difference was found in syntactic complexity. Qualitative findings further indicated that immediate, non-judgmental feedback and opportunities for repeated revision contributed to increased learner confidence and reduced anxiety. The findings suggest that localized AWE systems such as iWrite can effectively support both the cognitive and affective dimensions of EFL writing when integrated within a human–AI collaborative instructional framework.