The capacity for computers to evaluate human writing has moved far beyond simple spelling and grammar checkers. Computers are now able to analyze written data in several ways and take many factors into account, such as lexical density, frequency of simple and compound sentences, or difficulty of vocabulary. Furthermore, applications and programs known as Automatic Writing Evaluators (AWEs) that score or grade writing promise to help students and other learners improve their writing while reducing workloads for teachers. This essay describes and synthesizes recent research literature concerning AWEs, especially the research literature looking at English-learner perceptions of, and attitudes toward, AWEs. The attitudes and perceptions of students and other learners affect the way that they interact with AWEs, as well as their expectations of what AWEs can be used for. The essay concludes with a discussion of implications for teachers based on the learners’ perceptions of AWEs.