Abstract:
In 21st-century learning, students’ second-language (L2) writing competence should be grounded in the principle of lifelong learning, with teachers recognising the urgency of self-directed learning. By encouraging autonomy, this principle and praxis enable students to improve their writing abilities outside the conventional classroom, helping them succeed in various situations, including international communication. This mixed-method study involved 40 participants from one university in Indonesia. This study aimed to (1) describe the implementation of self-directed learning through automated written corrective feedback and (2) reveal the students’ perceptions of automated written corrective feedback in EFL writing classrooms. Classroom observation, writing test, and semi-structured interviews were used to collect research data. The quantitative data were analyzed statistically using SPSS version 25. In contrast, the qualitative data were analyzed using triangulation following the concurrent activity flows comprising data condensation, data display, and drawing and verifying conclusions. The study’s findings revealed that teachers and students intensely monitored the implementation of self-directed learning through automated written corrective feedback during writing activities. Students’ writing scores met the minimum completeness criteria. The subsequent finding reflected students’ positive perceptions of self-directed learning style in a writing project that could improve their proficiency.
