| dc.description.abstract | This study investigates an undergraduate English as a Foreign Language (EFL)
student’s engagement with Grammarly as an Automated Written Corrective
Feedback (AWCF) tool. Writing proficiency remains a significant challenge for
EFL learners, and while AWCF tools like Grammarly are increasingly used to
provide immediate feedback on grammar, mechanics, and style, their effectiveness
and the nature of student engagement require further exploration. Drawing on
recent research and a multidimensional engagement framework, this study
examines how students interact with Grammarly, the types of feedback they
receive, and the factors influencing their reception and utilization of feedback.
Findings highlight that students actively engage with Grammarly as an automated
writing corrective feedback tool, using it to enhance writing accuracy and fluency,
particularly when its feedback is complemented by teacher guidance. The study
underscores the importance of behavioral, emotional, and cognitive engagement
in determining the benefits of AWCF tools for EFL writing development. The
results inform best practices for integrating AWCF tools in EFL classrooms to
maximize student learning outcomes. | en_US |
