The present study explores IELTS writing preparation with automated written corrective feedback (AWCF). A single-case study is conducted to determine how an EFL adult autonomous learner engages with Grammarly’s AWCF. The participant is a 30-year-old male electrical engineer with no ties to educational institutions, learning independently with a tutor´s assistance for test format and content. Semi-structured interviews are used to collect the three interrelated dimensions of the learner’s engagement with AWCF on International English Language Testing System (IELTS) writing practice; that is, cognitive, affective, and behavioral engagement.
PresentersAline Pessoa Zanetti
Student, Teaching English as a Second Language, Tunghai University, Taipei, Taiwan
AWCF, GRAMMARLY, ENGAGEMENT, AUTONOMY
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