ABSTRACT
Studies of automated writing evaluation (AWE) effectiveness evaluate revision outcomes, while research into student engagement with AWE use can uncover the underlying revision process. Based on the analysis of the student engagement data described in Chapter 3, this chapter reports how four participants engaged with Grammarly use behaviorally, cognitively, emotionally, and socially in the revision of their research writing, and the individual and contextual factors related to their engagement. The results showed that the participants made moderate changes to their drafts in response to Grammarly feedback. They decided on revision operations after careful evaluation of feedback accuracy and kept evaluating the accuracy of revision outcomes. Their attitude toward Grammarly was overall positive, and they expected to use this tool in future research paper revision. However, the participants showed little or no social engagement with Grammarly use in or outside the classroom. An analysis of the students’ stimulated recall and interviews revealed three individual factors (i.e., independence awareness, genre awareness, and research publication experience) and three contextual factors (i.e., error types, AWE tool design, and disciplinary conventions) influencing their engagement.
