Automated Writing Evaluation programs have been used extensively to assist both L2 instructors and learners to get corrective feedback and to score students’ final product of writing. Research has found that the AWE programs help in optimizing the writing output. However, little is known about the hybrid mode; use of AWE involving the evaluation of both modes instructors and the AWE program. This paper studies the effects of both modes in developing the students’ writing outputs using a small case study of 6 EFL learners. The learners were exposed to both modes where in each mode they undertook two sessions using the program. In the first phase the learners wrote an essay via MY Access and then saved their input in the program. In the second session, they revised their essays based on the feedback given from the program. In the hybrid mode, the same students in the second session revised their input as per the instructor’s feedback and then continued submitting their essays via MY Access. Results found that under the hybrid condition students significantly outscored the learners with the AWE program.