An Investigation of Moroccan EFL Learners' Perceptions Towards Automated Writing Evaluation Tools

Automated Writing Evaluation (AWE) tools have emerged as potential pedagogical aids, leveraging technology to support students' writing. Despite their growing presence, research on students' perceptions of AWE in higher education remains limited. This study examines the autonomous use of AWE tools by Moroccan English as a Foreign Language (EFL) students. A closed-ended questionnaire was administered to 61 EFL students to collect quantitative data on their independent use of AWE tools, motivations for adoption or avoidance, usage patterns, and satisfaction. Statistical analysis revealed that most students view AWE feedback favorably, recognizing its benefits in vocabulary, spelling, and punctuation. These findings align with previous studies highlighting the effectiveness of AWE tools in enhancing writing skills. Insights from non-users highlight barriers to adoption. The findings suggest that integrating AWE tools into writing instruction improves students' writing proficiency while fostering critical thinking and self-editing skills.