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Arab World English Journal (AWEJ) Volume 17. Number 3, September 2026 Pp.129-145
English Language Department, College of Arts, University of Ha'il, Ha'il, Saudi Arabia
Humanities Research Centre, University of Ha'il, Ha'il 55476, Saudi Arabia
English Language Department, College of Arts, University of Ha'il, Ha'il, Saudi Arabia
Humanities Research Centre, University of Ha'il, Ha'il 55476, Saudi Arabia
This study explored the effectiveness of automated written corrective feedback (AWCF) in learning English as a foreign language among undergraduate students in Saudi tertiary education, focusing on how learners responded to and benefited from it. Using a mixed-methods approach, data were collected from students’ written drafts before and after using AWCF and from a structured questionnaire capturing their perceptions and engagement. The findings showed that AWCF helped students identify and revise grammatical and spelling errors, improving surface-level linguistic accuracy. Students also demonstrated high engagement, critically assessing feedback, particularly for local proper nouns and context-specific language use. Although students largely trusted AWCF, they did not accept all suggestions, demonstrating self-monitoring and writing autonomy. The findings underscore the importance of teacher involvement in addressing higher-order concerns. The study recommends integrating AWCF with teacher feedback to maximize learning outcomes. Future research should use larger samples to test whether similar findings could be discovered. This study also did not fully examine the complementary role of instructors in AWCF use. It is also recommended that future research examine the effect of combining AWCF with teacher feedback on writing development.
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Yaser Mohammed Altameemi is an Associate Professor of Applied Linguistics in the Department of English at the University of Ha’il, Saudi Arabia. He holds a PhD from Cardiff University, the UK. His academic expertise centres on discourse analysis and computational linguistics, with a particular focus on corpus-based and critical discourse studies. His research examines language use across institutional, social, cultural, and political contexts, combining qualitative and quantitative approaches through large-scale data analytical tools. ORCID ID: https://orcid.org/0000-0002-6585-546X
Thamir Issa Alomaim is an Associate Professor of Applied Linguistics. He holds a PhD in Applied Linguistic from the University of Birmingham, the UK. His areas of research interest include sociolinguistics, language policies, language education, and the use of modern technology in language education.
ORCID ID: https://orcid.org/0000-0002-9195-9254