Japanese English Learners’ Perceptions of English Writing Revisions Using Writing Assistance Tools

Abstract

This study examines Japanese university students’ perceptions of written corrective feedback (WCF) and the revisions of English essays when using writing assistance tools such as DeepL Write or Google Translator. It also explores which tools students employ during the revision process. Among thirty-two sophomores in a general English course, twenty-seven responded to a questionnaire about their essay writing practices. The results indicate that students prefer writing essays on their own, without relying on tools, recognize the benefits of revising with assistance tools, and generally enjoy writing activities. Most respondents reported improvement in their writing skills through revisions with such tools, and many learners showed a tendency to depend on a particular tool throughout the revision process.