Speaker
Description
Automated writing feedback is increasingly used in second-language writing, but less is
known about how explanation-based feedback shapes learners’ revision decisions and
sense of ownership. This explanatory mixed-methods study examined Vietnamese tertiary
EFL students’ engagement with ProWritingAid in an English for Specific Purposes writing
course. Sixty-eight second-year English majors completed three argumentative essays over
eight weeks. Data included pre-post surveys, coded draft-revision comparisons, reflection
notes, and interviews with 18 volunteers. Descriptive scale means increased for both trust
(3.11 to 3.84) and authorship perception (3.22 to 3.97). Scale-level paired-samples t-tests
showed significant within-participant increases for both trust, t(67) = -25.50, p < .001, d = -
3.10, and authorship perception, t(67) = -21.00, p < .001, d = -2.55. Supplementary item-
level analyses showed significant increases across all trust and authorship items. Across
2,040 feedback-response instances, students most often modified suggestions (56.0%),
followed by direct acceptance (29.0%) and rejection (15.0%). Qualitative analysis
identified critical filtering, empowered revision, and ethical caution. The findings suggest
that explanation-based automated writing feedback was associated with selective,
inspectable revision practices rather than simple compliance. The study contributes to
writing research by showing how learners negotiate trust, agency, and authorship through
observable revision decisions in AI-mediated L2 writing.
Biography
Nguyen Phu Quynh Nhu is a PhD candidate in English Language Studies at Suranaree University of Technology, Thailand. She is also a Lecturer of English at the University of Economics Ho Chi Minh City (UEH). She currently holds the position of Course Coordinator of the English for Specific Purposes (ESP) Program. Her teaching focuses on Business English and the development of core English language skills for academic and professional purposes. Her research interests include genre analysis, the genre-based approach to teaching writing, and English language pedagogy.
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