The study was designed with the aim of exploring the most effective means of integrating an automated writing assessment tool in the EFL classroom. In the light of the previous research, the author proposed a model of integrating online autonomous writing with multiple feedback and revisions. Quasi-experimental research featuring the use of the hypothesized model was conducted with three experimental groups within one academic year. In addition, research data from teacher journals and interviews were also collated to evaluate the efficacy of the model. Research results indicated positive gains in students’ writing along with changes in the teaching of writing from attention to language errors to content and its expression and from concerns about writing product to writing pedagogy and writing process. Changes in teacher and student roles were also observed with students becoming more autonomous in the writing process, and teachers being a guide and a facilitator. The paper concluded with a revised model for integrating the automated writing assessment tool into teaching.