Exploring the Impact of Online Feedback Systems on the Accuracy of Error Correction in Academic Writing among Undergraduate Students in Saudi Arabia

Abstract

This study aims to investigate the impact of online feedback systems on error correction in writing among undergraduate students from Saudi Arabia. An experimental quantitative approach was employed, with 60 students randomly assigned to either an experimental group-receiving online feedback- or a control group-receiving traditional feedback. The findings indicate that the experimental group demonstrated a greater reduction in writing errors related to grammar, vocabulary, and sentence structure in academic tasks, compared to the control group. The study also found that both the frequency and type of feedback significantly influenced error correction. Open-ended feedback was perceived as more effective than pre-formatted feedback. Overall, the study suggests that Online Digital Evaluation (ODE) can have a significant positive effect on Writing Error Correction and Clarity (WECC). However, further empirical research is recommended to explore additional influencing factors, such as students’ digital literacy levels and the specific characteristics of the feedback provided. These results contribute to the growing body of literature on the integration of technology in writing instruction and offer practical insights for educators interested in adopting digital feedback tools in their classrooms.