In 21st-century learning, students’ second-language (L2) writing competence should be
grounded in the principle of lifelong learning, with teachers recognising the urgency of selfdirected learning. By encouraging autonomy, this principle and praxis enable students to
improve their writing abilities outside the conventional classroom, helping them succeed in
various situations, including international communication. This mixed-method study
involved 40 participants from one university in Indonesia. This study aimed to (1) describe
the implementation of self-directed learning through automated written corrective feedback
and (2) reveal the students’ perceptions of automated written corrective feedback in EFL
writing classrooms. Classroom observation, writing test, and semi-structured interviews were
used to collect research data. The quantitative data were analyzed statistically using SPSS
version 25. In contrast, the qualitative data were analyzed using triangulation following the
concurrent activity flows comprising data condensation, data display, and drawing and
verifying conclusions. The study’s findings revealed that teachers and students intensely
monitored the implementation of self-directed learning through automated written corrective
feedback during writing activities. Students’ writing scores met the minimum completeness
criteria. The subsequent finding reflected students’ positive perceptions of self-directed
learning style in a writing project that could improve their proficiency.