Recent years have witnessed an increased interest in automated writing evaluation (hereafter AWE). However, few studies have examined the use of AWE with apprehensive writers. Hence, this study extends research in this area, investigating the effect of using AWE on reducing writing apprehension and enhancing grammatical knowledge. The participants were English majors at an Egyptian university, divided into experimental and control groups. The experimental group used Cambridge ‘Write whereas, the control group had an instructor evaluate their essays. Data were collected using the English Writing Apprehension Scale (EWAS, Abdel Latif 2015. “Sources of L2 Writing Apprehension: A Study of Egyptian University Students.” Journal of Research in Reading 38 (2): 194–212. doi:10.1111/j.1467–9817.2012.01549.x) and a grammar knowledge test (hereafter GKT; adapted from TOEFL). The findings showed statistically significant differences in the post-administration in EWAS and GKT in favor of the experimental group. Additionally, the effect size of the intervention on apprehensive writers was large. The results indicated that AWE helped the apprehensive writers reduce their apprehension and slightly enhance the GKT of the non-apprehensive writers. Further, negative correlations were found between writing apprehension and grammatical knowledge. This study results suggest that AWE might be used as a remedial classroom treatment for struggling or apprehensive writers, purposefully integrating it as a formative tool, augmented with feedback practices.
Hanan Waer (Thu,) studied this question.