This study explores the efficacy of an Automatic Evaluation System (AES) in enhancing English writing skills among university freshmen in Dalian City. Focusing on two classes of 50 students each, with comparable academic backgrounds, the research was designed around a 10-week experiment involving pre-tests, a mid-term evaluation, and post-tests aligned with the College English Test Band 4 (CET-4) standards. The primary objective was to assess the impact of AES feedback on improving students’ writing proficiency. Utilizing SPSS 26.0 for statistical analysis, the research findings indicate a significant improvement in writing scores for students exposed to the AES, compared to those in the control group. Despite the positive outcomes, the study also highlights limitations, such as the experiment’s short duration and the small sample size, which might affect the generalizability of the results. Furthermore, while the AES effectively identified specific errors, its feedback on essay structure and content requires enhancement. Future research is recommended to extend the duration and expand the sample size, including a more diverse demographic to substantiate the findings. The study underscores the potential of automated evaluation tools in supporting English language instruction but calls for improvements in offering holistic feedback.