الفهرس 
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Abstract
The study examined the use of Automated Essay Scoring (AES) and writing evaluation systems in the Egyptian EFL writing classroom. It investigated the attitude of students towards the use of AES and feedback reports provided by writing evaluation systems in learning writing, and this attitude was compared along two language proficiency groups. The study further investigated the perceived effectiveness of the use of AES, and whether this perceived effectiveness was related to the students’ language proficiency. The participants’ age ranged between 18 and 20 years old (n= 35). Purposeful homogenous sampling was used via assigning the students into two treatment groups according to their language abilities. The Criterion writing evaluation system was used in the treatment, and semi-structured questionnaires were used to determine the students’ attitude towards using the system and their perceived effectiveness. Findings show that the students’ attitude was generally positive for its speed, instant feedback, and ease of use, despite their belief that the automated scores were unfair. Also, the students reported that AES increased their learner autonomy. No significant difference was found between the two groups in their attitude towards using AES. Although the students wanted more teacher feedback on all essays, they believed that their writing has improved after using AES, and their responses showed general satisfaction about their experience with it. No difference was found between the two groups in their perceived effectiveness of using AES. AES was found to be best at identifying errors related to Mechanics, Grammar, and Usage. More qualitative research might provide insights into the nature of the issues examined in the study, and bigger sample sizes might offer more generalizable results