Technological tools such as Automated Corrective Feedback (ACF) systems have
become vital resources in supporting academic writing development, especially in English as
a Foreign Language (EFL) context. This study explores the perceptions of EFL students
regarding the use of ACF and its role in fostering critical thinking in academic writing. The
main objective of the study is to examine how students interact with ACF tools, assess their
perceived effectiveness, and determine the extent to which these tools support the
development of higher-order thinking skills in writing skills. The study employed a mixed-
methods approach, combining surveys of 43 university students with interviews conducted
with EFL teachers to gather both quantitative and qualitative data. The analysis revealed
several key findings: a) ACF tools were widely appreciated for improving surface-level
writing features such as grammar and punctuation; b) many students reported increased
confidence and independence in their writing; and c) both students and teachers noted that
while ACF is helpful, its impact on promoting critical thinking is limited when feedback is
used passively. The study further found that students who actively engaged with ACF were
more likely to perceive improvements in both writing quality and critical thinking. These
results suggest that ACF can contribute meaningfully to writing development when used
thoughtfully. The study concludes by recommending the integration of human guidance with
automated feedback and highlights the importance of training both students and teachers in
the effective use of ACF tools. These findings may serve as a foundation for future research
on the role of ACF in enhancing higher-order thinking in EFL academic writing through
expanding the sample and broaden the study scope, implementing longitudinal study designs,
incorporating direct performance measures, and examining diverse ACF tools
Technological tools such as Automated Corrective Feedback (ACF) systems have
become vital resources in supporting academic writing development, especially in English as
a Foreign Language (EFL) context. This study explores the perceptions of EFL students
regarding the use of ACF and its role in fostering critical thinking in academic writing. The
main objective of the study is to examine how students interact with ACF tools, assess their
perceived effectiveness, and determine the extent to which these tools support the
development of higher-order thinking skills in writing skills. The study employed a mixed-
methods approach, combining surveys of 43 university students with interviews conducted
with EFL teachers to gather both quantitative and qualitative data. The analysis revealed
several key findings: a) ACF tools were widely appreciated for improving surface-level
writing features such as grammar and punctuation; b) many students reported increased
confidence and independence in their writing; and c) both students and teachers noted that
while ACF is helpful, its impact on promoting critical thinking is limited when feedback is
used passively. The study further found that students who actively engaged with ACF were
more likely to perceive improvements in both writing quality and critical thinking. These
results suggest that ACF can contribute meaningfully to writing development when used
thoughtfully. The study concludes by recommending the integration of human guidance with
automated feedback and highlights the importance of training both students and teachers in
the effective use of ACF tools. These findings may serve as a foundation for future research
on the role of ACF in enhancing higher-order thinking in EFL academic writing through
expanding the sample and broaden the study scope, implementing longitudinal study designs,
incorporating direct performance measures, and examining diverse ACF tools
