Abstract

In order to benefit from feedback on their writing, students need to engage effectively with it. This article reports a case study on student engagement with computer-generated feedback, known as automated writing evaluation (AWE) feedback, in an EFL context. Differing from previous studies that explored commercially available AWE programs, this study focused on a student’s engagement with a freely available AWE system. The construct of student engagement was operationalized in three interconnected dimensions: behavioural, emotional, and cognitive. Data were collected from three sources: ten written assignments completed by the student, AWE feedback on each assignment, and one retrospective interview with the student. Findings from this study suggest that AWE feedback is likely to have a positive impact on EFL writing, but this impact depends on how individual students engage with the feedback behaviourally, emotionally, and cognitively.

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