Using Automated Writing Evaluation to Improve EFL Students’ IELTS Writing: Effects Across Proficiency Levels and Learning Behaviours

Abstract

This study examines the impact of Write & Improve, an Automated Writing Evaluation (AWE) tool, on Thai university students' performance in IELTS writing. Additionally, it explores learning behaviors that may contribute to writing development. Employing a quantitative approach, the study gathered data from 53 students enrolled in an English Preparation for Standardized Tests course at a Thai public university. The effectiveness of the AWE tool was assessed through a comparative analysis of pre- and post-test scores, while learning behaviors were examined using program-generated learning logs. The findings indicate that the Write & Improve intervention led to significant improvements in students’ post-test writing performance across both writing tasks and all assessment criteria, with the most notable gains observed in grammatical range and accuracy. The most substantial progress was evident among intermediate-level students (IELTS Band 5.5 and below). Furthermore, learning analytics suggests that students who engaged in a greater number of writing tasks demonstrated stronger post-test performance. The study concludes that while AWE tools can facilitate improvements in specific writing components, their integration should be guided by well-defined pedagogical objectives, with teacher involvement remaining essential in the feedback process.