Computer-Based Feedback (CBF) in Writing Classes as Perceived by Saudi EFL Students

Thamer A. Bimahboob


This study examines how Saudi EFL students feel about using CBF in their writing classes and what they think it can offer them as a learning tool. The research method is descriptive-analytic, and a questionnaire is used to collect responses. Sixty-five Saudi English as a Foreign Language (EFL) students from the fourth year of the English language program at King Saud University in Riyadh make up the study population. The entire research population constitutes the sample for this study. The findings indicate that Saudi EFL students positively perceive CBF in their writing classes. They perceive CBF as beneficial for improving their revision process, reducing the workload associated with error correction, and providing insightful comments. The students also believe that CBF saves time and effort while offering sufficient explanations for errors. In addition, the results show that Saudi EFL students view CBF favorably and choose to implement it in their writing classes. However, the study emphasizes enhancing students’ awareness of CBF and training them on its optimal use. The study suggests that integrating CBF tools into writing classes can provide positive learning experiences, but instructors should ensure that students receive proper training to utilize CBF effectively.

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