Integrating Automated Corrective Feedback into ESP Learners’ Writing Instruction in Iranian Context

Recent developments in technology-mediated language instruction have shown that AI-provided or automated feedback constitutes a viable pedagogical intervention in language classrooms. Nonetheless, few studies have examined the utility of automated feedback for improving learners’ writing ability and learner factors in the English for Specific Purposes (ESP) course. This study aimed to determine the effects of automated, written, corrective feedback-informed writing instruction on nursing learners’ writing ability, writing self-efficacy, foreign language engagement, and self-regulated language learning. Moreover, it examined these learners’ perspectives on this approach to writing instruction. A mixed-methods design was used to conduct the study. Fifty-two participants were recruited from nursing ESP learners in two intact classes at a university of medical sciences. Moreover, a semi-structured interview was used to collect data on these participants’ attitudes towards the utility of automated feedback. The data were analyzed using t-tests, MANOVA, and thematic analysis. The results showed that automated written corrective feedback significantly improved the learners’ writing ability and ameliorated their writing self-efficacy, foreign language engagement, and self-regulated language learning. Furthermore, learners generally had favorable attitudes towards this type of feedback and preferred it to traditional teacher-provided feedback. The results can empower ESP lecturers to integrate automated feedback into writing instruction in ESP courses in foreign language contexts.

کلیدواژه ها:

Automated written corrective feedback ، ESP courses ، foreign language engagement ، writing ، writing self-efficacy