Writing achievement is crucial for English as a foreign language (EFL) learners due to its impact on language skills, overall proficiency, academic success, creativity, and critical thinking. However, the teacher feedback may be problematic due to timing, subjectivity, overemphasis, and alignment with learning goals. Automated feedback, on the other hand, may offer immediate and personalized responses for increasing writing achievements. This study examines the effects of traditional teacher feedback versus automated feedback on EFL learners' writing achievement. Using a quasi-experimental design, 26 first-year English Language Teaching (ELT) students participated in the study. Data were collected through a demographic questionnaire, and writing tasks. Over four weeks, the control group used pen and paper, while the experimental group used Write & Improve. It was concluded that teacher feedback did not affect writing achievement, while automated feedback improved writing achievement. Considering the significant development in learners' writing achievement, it was noted that the use of automated feedback can facilitate the writing process. In addition, the benefits of automated feedback tools for EFL teachers in terms of time management and workload should not be ignored. Therefore, teachers should utilize automated feedback tools to improve students' writing skills including accuracy and fluency, and provide a stress-free learning environment.