Automated Written Corrective Feedback 19-21

Automated Written Corrective Feedback 19: Developmental Trajectories and Grammar Predictors in L2 Writing: Evidence from Quiz-Based InstructionBackground: Second language (L2) writing development is often uneven across learners and linguistic domains. While grammar instruction remains a central component of many writing courses, relatively few studies have examined how specific grammar components relate to writing improvement, learner developmental trajectories, and instructional priorities within a single classroom dataset.Purpose: This study investigated writing development across drafts, the predictive role of grammar quiz components, learner clustering, and tiered instructional priorities in a university-level practical writing course.Method: Participants were 21 Korean university students enrolled in a Fall 2018 practical writing course. The dataset included pre- and post-draft writing scores and five grammar quiz components: sentence types, agreement, main verb usage, parallelism, and articles. Analyses included a paired-samples t-test, multiple regression, k-means cluster analysis, and instructional priority analysis.