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Automated Written Corrective Feedback 7: Grammar, Gains, and Learner Profiles in L2 WritingBackground: Second language (L2) writing development is often evaluated through final products or holistic scores, which may obscure the dynamic processes underlying learner improvement. Recent SLA research emphasizes variability, developmental trajectories, and the differential roles of linguistic subsystems. However, few studies have integrated improvement across drafts, grammar predictors of writing quality, learner clustering, and instructional prioritization within a single analytical framework.Method: This study analyzed data from a university-level L2 writing course (Spring 2020). Students completed an initial draft, five grammar quizzes (sentence structure, main verbs, agreement, parallelism, and articles), and a final draft. After excluding one invalid case, the dataset was analyzed using three procedures: a paired-samples t-test to examine improvement, multiple regression to identify grammar predictors of final writing quality, and cluster analysis to identify developmental profiles.

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