Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions

The use of automated writing evaluation (AWE) systems in second language (L2) writing has garnered growing attention in recent years. Most previous studies, however, are primarily concerned with the effectiveness of AWE feedback (e.g., scoring mechanism, validity and reliability issues) on L2 student writing, while giving scant attention to how L2 students engage with AWE feedback in the revision process. It is crucial to note that it is the student engagement with AWE feedback rather than the AWE feedback itself that contributes to student learning. Drawing on the data collected from student written texts, AWE feedback, and student interviews in a Chinese university, this study shows that individual students differed from each other in their engagement with AWE feedback reflected in their perceptions of AWE feedback and use of revision operations in the revision process, which was influenced by individual and contextual factors. The study suggests that compared to a narrow focus on accuracy improvement in L2 student writing, it is more meaningful to examine how L2 students perceive the role of AWE feedback in the revision process and how they make use of different cognitive strategies to revise their writing through their engagement with AWE feedback.