EFL writers' autonomous engagement with and their perceptions of automated writing evaluation feedback from Grammarly in L2 writing process

Learner autonomy has garnered growing attention in language learning in recent years. In this respect, technologies might provide unprecedented opportunities for the development of learner autonomy. One of these technological tools language learners can use autonomously to receive assistance in their second language (L2) writing is Automated Writing Evaluation (AWE) tools. The use of AWE tools in L2 writing has been researched in recent years especially to explore the effectiveness of AWE feedback on L2 student writing (Geng & Razali, 2022 ; Li, Link, and Hegelheimer, 2015) and the accuracy or the quality of the feedback given by popular AWE tools (i.e., Ranalli, Link, & Chukharev-Hudilainen, 2017). However, in understanding the role of AWE on L2 writing development, students' engagement with AWE tool autonomously and their perceptions on their individual use of the tool are vital (Zhang, 2020) since students' perceptions significantly affect their learning process. Despite the existence of studies showing the efficacy of AWE tools, very few qualitative studies (Koltovskaia, 2020; Zhang, 2017, 2020) have been conducted closely examining L2 writers' experiences with AWE tools. Considering student experiences and perceptions are both important indicators of AWE efficacy (Wilson, 2017; Zhang, 2020), in this qualitative case study, writing processes of L2 learners were examined with the support of an AWE tool (Grammarly) in a 14-week long course offered in an intensive English program. It was aimed to explore how these writers receive feedback from the AWE tool once they use it autonomously and what these students' experiences with and perceptions of the AWE system and processes are. The participants were Intermediate level students who were studying English in the Preparatory Programme of a foundation university in Turkey, which adopts English as the medium of instruction. The data was collected through student interviews and their written drafts produced with feedback they received from Grammarly. The findings showed that the participants engaged cognitively with the AWE feedback, which was evident in how they processed the feedback. The participants developed a new awareness through monitoring their own L2 writing progress, and this impacted their decision making process as a result. Besides, the findings revealed the participants' affective engagement with AWE feedback, as well. The participants adopted both positive and negative attitudes toward AWE feedback. They were found to be content with the efficiency of instant AWE feedback on their L2 writing improvement, be more motivated to write in L2 and become more autonomous learners. However, they expressed their disappointment in the deficiency of AWE feedback on other aspects of writing such as coherence and cohesion.