This study explores the influence of AI-based writing applications on EFL learners’ writing skills development, with a particular focus on the role of AI-generated automated written corrective feedback (AWCF). By examining multiple dimensions of writing-task fulfillment, organization, grammar, lexis, and mechanics-the study aims to clarify how these aspects respond to AI-mediated feedback. Additionally, the study evaluated whether using AI-based writing applications enhances time efficiency in the writing process. Drawing on a quasi-experimental design, the results indicated that the experimental group who received AWCF showed overall improvement in writing performance, with the most notable progress in mechanics and lexis, followed by grammatical accuracy. In contrast, task fulfillment and organization were the least affected features. While the analysis of time spent per assignment revealed that reduced time was not the primary factor in writing improvement, the use of AI-based writing applications facilitated more efficient drafting and revision, suggesting pedagogical value for learner support and writing process management. By linking AWCF to specific dimensions of writing development, the study contributes to AI-assisted writing research.
Fatemeh Etaat (Fri,) studied this question.