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With an ever-increasing use of technology in language learning, a vast variety of online Automated Essay Scoring (AES) systems has been developed and applied in English as a Foreign Language (EFL) writing class. By providing instant feedback to the learners in their writing process, the system is used in and outside of the class to improve students’ writing skills. Among all the systems, the PIGAI system is the most commonly used writing tool in China. This study aimed to investigate college students’ perceptions and writing performances following the use of the PIGAI system in their English writing class. The current research adopted both quantitative as well as qualitative methods on 25 college students taking English Writing Course. The results indicated that students took a positive attitude toward using the PIGAI system, especially in the aspects of vocabulary and grammar. It is interesting to note that students at a higher level of English proficiency argued the system sometimes gave them confusing information and scores lower than expected. Moreover, they pointed out that the teacher’s feedback is equally necessary for their writing process. By contrast, students at a lower English level of proficiency considered that it was a good writing tool to help them boost their writing confidence before submitting an essay to the teacher. Our empirical findings highlight the importance of teachers and researchers appreciating the need for proper, balanced use of both the AES system and the teacher’s feedback in a writing class when designing the course plan.

College students’ perceptions of using an online automated essay scoring system