Generally, this descriptive study endeavored to include the voice of adult learners to the scholarly body of research regarding automated writing assessment tools (AWATs). Specifically, the study sought to determine the extent to which students perceive that the AWAT named Criterion fosters learning and if students' opinions differ depending on their native/nonnative status. The study, which was conducted at a mid-size community college in a South Atlantic state of the United States of America, gathered quantitative and qualitative data sequentially regarding student feedback of Criterion. The quantitative data came from an online survey designed by the researcher to solicit her students' opinions of the effectiveness of the tool for promoting learning. The qualitative data came from the details students shared in focus group interviews with the researcher. Analysis of the qualitative data provided complimentary clues and insights to the general view offered by the quantitative data. The data indicated that students--regardless of native/nonnative status--perceived that the use of the AWAT Criterion enabled them to develop editing skills independently. Although most learners felt that a human reader was still necessary for feedback regarding organization and development, they appreciated the ability to edit their work for errors in grammar and mechanics prior to having a human reader review it. In sum, the participants of this study found the AWAT Criterion valuable in supporting independence while developing editing skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]