This study explored the role of written languaging (WL) in response to automated written corrective feedback (AWCF) in L2 accuracy improvement in English classrooms at a university in China. A total of 254 freshmen enrolled in intermediate composition classes participated, and they wrote 4 essays and received AWCF. A half of them engaged in WL after receiving correction, while the other half did not. To measure whether WL could contribute to L2 accuracy improvement, error correction tests were conducted three times. AWCF targeted all types of errors, but the study focused on investigating six language features (nouns, conjunctions, subject-verb agreement, sentence constituents, articles, and prepositions) known as the most frequent errors intermediate students make. The results proved that WL had a positive effect on accuracy improvement overall. However, when individual language features were considered separately, the effects were not the same. The inherent complexity of the features along with L1 influence appeared to affect the effects of WL for accuracy improvement.

1. INTRODUCTION
2. REVIEW OF THE LITERATURE
    2.1. Written Languaging, Corrective Feedback, and L2 Learning
    2.2. Automated Written Corrective Feedback (AWCF)
3. METHODOLOGY
    3.1. Participants
    3.2. Writing Tasks
    3.3. Automated Written Corrective Feedback (AWCF)
    3.4. Written Languaging (WL)
    3.5. Target Features
    3.6. Error Correction Test (ECT)
    3.7. Procedures
4. RESULT
    4.1. The Effects of WL on Grammar Accuracy Improvement
    4.2. The Effects of WL for Different Language Forms
5. DISCUSSION
    5.1. The Effects of WL on Grammar Accuracy Improvement
    5.2. Differential Effects of WL for Different Language Forms
6. CONCLUSION
REFERENCES

• Wenwen Xu(Instructor, Anhui University of Finance & Economics, China)
• Ji-Hyun Kim(Professor, Department of English Education, Keimyung University) Corresponding Author