| Title: | Systematic review of digital writing assistants in EFL writing instruction |
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| Authors: | ID Pižorn, Karmen (Author)
ID Lemut Bajec, Melita (Author) |
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| Files: |  PDF - Presentation file, download (280,59 KB)
MD5: 4A5B851B70022FFE024DE5A7708CFB68
 URL - Source URL, visit https://www.sodobna-pedagogika.net/clanki/03-2025_sistematicni-pregled-digitalnih-pomocnikov-za-pisanje-pri-razvoju-pisnih-spretnosti-pri-anglescini-kot-tujem-jeziku/
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| Language: | English |
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| Typology: | 1.02 - Review Article |
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| Organization: |  ZDPDS - Association of Societies of Educational Workers of Slovenia
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| Abstract: | Digital writing assistants that deliver Automated Written Corrective Feedback (AWCF) have emerged as valuable tools for reducing teachers’ workload by lessening the time and effort required to provide feedback. When implemented effectively, these tools can enhance students’ writing quality, foster a more holistic understanding of the writing process, and enable learners to revise and correct their work independently. This systematic literature review, conducted in accordance with the PRISMA 2020 protocol, synthesises research on the role of digital writing assistants in providing AWCF. It reviews 22 peer-reviewed English-language papers published between 2018 and 2023, which examine these tools in the context of developing EFL students’ writing skills, in comparison with traditional teacher-generated feedback or in hybrid approaches combining both. The participants in the studies were undergraduates majoring in EFL, along with graduates from other disciplines. The writing tasks focused mainly on essay writing but also included paragraph and research paper writing. The findings highlight that students particularly value the immediacy and accuracy of feedback, which typically addresses areas such as grammar, sentence structure, idea development, word choice, style, cohesion, and coherence. Users receive error corrections and suggested improvements through various methods, including markers, highlighting, meta-linguistic comments, direct suggestions, and interactive lessons. Although occasional false positives occur, the tools are generally perceived as effective in improving students’ writing performance. Importantly, the results support hybrid approaches and underscore the teacher’s vital role in mediating the process. In sum, AWCF writing assistants should be systematically integrated into classroom instruction as supplementary tools, aligned with learning outcomes and supported by clear guidance on interpreting and applying feedback. |
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| Keywords: | automated written corrective feedback, English language, second/ foreign language, writing skills |
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| Publication status: | Published |
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| Publication version: | Version of Record |
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| Publication date: | 31.10.2025 |
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| Year of publishing: | 2025 |
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| Number of pages: | str. 141-161 |
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| Numbering: | Letn. 76 = 142, št. 3 |
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| PID: | 20.500.12556/DiRROS-24465  |
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| UDC: | 378:811.111 |
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| ISSN on article: | 0038-0474 |
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| DOI: | 10.63384/sptB5_z796a |
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| COBISS.SI-ID: | 256918531 |
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| Publication date in DiRROS: | 30.11.2025 |
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| Views: | 95 |
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| Downloads: | 43 |
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| Metadata: |    |
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