Exploring Learners’ Perceptions of Automated Corrective Feedback in Enhancing Critical Thinking in Academic Writing: The Case of Third-Year License EFL Students at Larbi Tebessi University

Abstract

Technological tools such as Automated Corrective Feedback (ACF) systems have become vital resources in supporting academic writing development, especially in English as a Foreign Language (EFL) context. This study explores the perceptions of EFL students regarding the use of ACF and its role in fostering critical thinking in academic writing. The main objective of the study is to examine how students interact with ACF tools, assess their perceived effectiveness, and determine the extent to which these tools support the development of higher-order thinking skills in writing skills. The study employed a mixed- methods approach, combining surveys of 43 university students with interviews conducted with EFL teachers to gather both quantitative and qualitative data. The analysis revealed several key findings: a) ACF tools were widely appreciated for improving surface-level writing features such as grammar and punctuation; b) many students reported increased confidence and independence in their writing; and c) both students and teachers noted that while ACF is helpful, its impact on promoting critical thinking is limited when feedback is used passively. The study further found that students who actively engaged with ACF were more likely to perceive improvements in both writing quality and critical thinking. These results suggest that ACF can contribute meaningfully to writing development when used thoughtfully. The study concludes by recommending the integration of human guidance with automated feedback and highlights the importance of training both students and teachers in the effective use of ACF tools. These findings may serve as a foundation for future research on the role of ACF in enhancing higher-order thinking in EFL academic writing through expanding the sample and broaden the study scope, implementing longitudinal study designs, incorporating direct performance measures, and examining diverse ACF tools

Technological tools such as Automated Corrective Feedback (ACF) systems have become vital resources in supporting academic writing development, especially in English as a Foreign Language (EFL) context. This study explores the perceptions of EFL students regarding the use of ACF and its role in fostering critical thinking in academic writing. The main objective of the study is to examine how students interact with ACF tools, assess their perceived effectiveness, and determine the extent to which these tools support the development of higher-order thinking skills in writing skills. The study employed a mixed- methods approach, combining surveys of 43 university students with interviews conducted with EFL teachers to gather both quantitative and qualitative data. The analysis revealed several key findings: a) ACF tools were widely appreciated for improving surface-level writing features such as grammar and punctuation; b) many students reported increased confidence and independence in their writing; and c) both students and teachers noted that while ACF is helpful, its impact on promoting critical thinking is limited when feedback is used passively. The study further found that students who actively engaged with ACF were more likely to perceive improvements in both writing quality and critical thinking. These results suggest that ACF can contribute meaningfully to writing development when used thoughtfully. The study concludes by recommending the integration of human guidance with automated feedback and highlights the importance of training both students and teachers in the effective use of ACF tools. These findings may serve as a foundation for future research on the role of ACF in enhancing higher-order thinking in EFL academic writing through expanding the sample and broaden the study scope, implementing longitudinal study designs, incorporating direct performance measures, and examining diverse ACF tools