EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia

Abstract

Recently, the integration of computer-based feedback (CBF) systems, as assistive tools for instructors, into EFL writing contexts has attracted researchers’ attention. However, EFL learners’ perceptions toward such tools’ application remain under-investigated. Therefore, this study investigates EFL learners’ perceptions toward integrating CBF into writing classrooms in the Saudi higher education level. We adopted a quasi-experimental research design with a mixed-method approach for data collection and purposive sampling as sampling technique. We administered pre-questionnaires to two groups of Saudi male EFL undergraduate students undertaking an English program ( n = 40). The experimental group’s participants developed four multiple draft essays after receiving automated feedback on each essay (i.e., the treatment), after which post-questionnaires were administered to measure shift in their perceptions. The findings suggest that majority of participants held positive views on this tool, and some of their views positively changed at a statistically significant level after practice. However, we identified few student concerns regarding these systems. Thus, although integrating such tools into writing classes provides learners with positive experiences and encourages their engagement in learning, instructors must ensure the students’ access to functional devices and appropriate Internet connections.

Factors Influencing Secondary School Students’ EFL Writing in Saudi Arabia

“…Restrictions imposed by institutional authorities have an impact on the teaching methods in EFL courses (Alnasser, 2022). Instructors are not free to choose any instructional strategy.…”

“…EFL environments such as Saudi Arabia require instructors to use a communicative approach. But older methods are still widely used by EFL instructors in the Arab region (Alnasser, 2022;Shukri, 2014).…”

“…However, autonomy is a Western term with cultural specificities in interpretation that do not belong in non-Western context. Because of this, instructors may find it difficult to delegate decision-making and pedagogical responsibility to students, which may be at odds with their professional development, pedagogical convictions, and long-standing classroom practices (AlMously et al, 2013;Alnasser, 2022).…”

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

“…These scholars highlighted the need to research neglected areas such as teacher education, curriculum, designing learning objectives and the need for high-quality question papers to improve learning outcomes. Scholars such as AL Harrasi (2023), Alnasser (2022), Desrochers et al (2018) and Phoophuangpairoj and Pipattarasakul (2022) have concentrated on teacher-generated and computer-generated feedback to improve the quality of students’ writing. Other researchers have paid attention to incorporating innovative use of technology, for example, computational thinking (Peng et al , 2023), using collaborative automatic assessment systems (Zhang, 2022) and particle swarm optimization (Wang et al , 2022), using of Edmodo and Google Docs (Adhami and Taghizadeh, 2022), flipped classrooms with teacher-made video content and interactive writing group activities (Khojasteh et al , 2021).…”

Achievement Emotions in Paper-Based Exams vs. Computer-Based Exams

“…Additionally, students/teachers may not easily adapt to CBT because they lack familiarity with and/or competence in using relevant tools (Ebimgbo et al, 2021;Odo, 2019). Considering the advantages of CBT and the fact that it is increasing in popularity with the current trends of digitization, several scholars attempted to explore a variety of relevant issues, such as how CBT could affect students' performance (Jalo et al, 2021;Jeong, 2014;Rodríguez et al, 2021) and/or their perceptions (Alnasser, 2022;Bloom et al, 2018;Debuse & Lawley, 2016). However, fewer studies have attempted to explore how transitioning to CBT could affect students' achievement emotions and well-being.…”