Language Correction in the Digital Environment: A Qualitative Study With Slovenian Language Teachers

Špela Arhar Holdt in Tina Munda

Summary:  This paper presents a qualitative study of Slovene language teachers’ experiences, needs, and preferences regarding the use of digital tools for proofreading and revising Slovene written texts. Eighteen teachers from different types of schools participated (primary and secondary schools). Participants were introduced to the proofreading and correction features in Microsoft Word and to a newly developed tool for automatic correction of Slovene texts. We then conducted structured interviews to examine experiences with digitally supported correction, preferences concerning functionalities and the visualization of feedback, and views on the role of generative AI in developing students’ writing competence. The results highlight key shortcomings of current automated solutions—limited accuracy and limited adaptability to pedagogical needs (e.g., visualization of corrections, control over the type and amount of corrections displayed, feedback provision, and support for formative assessment). At the same time, the findings identify areas of the correction process where digital support would be most effective and welcome. The study offers insights into the limitations of existing technologies and guidelines for developing more advanced digital solutions tailored to teachers’ needs in educational practice.