Abstract
Academic writing is one of the essential skills for postgraduate students in their learning journey. As master's curricula emphasize academic critical and creative writing, auto-correction have the potential to save time and mental resources, allowing students to focus on creative and critical thinking. This research paper investigates the impact of auto-correction on the writing proficiency of postgraduate Libyan students enrolled in the English department at the University of Tripoli. The participants in the study will be 10 postgraduate students from the English Department at University of Tripoli. The Instruments used in the study are a combination of a questionnaire and semi-structured interviews. The findings of the study provide useful insights about a commonly used writing tool. This has implications for helping postgraduate students to improve their writing skills in the tectological era. Overall, the conclusions drawn from this study demonstrate that there is a balance between positive and negative impacts of auto-correction feature on Libyan postgraduate students writing proficiency. Therefore, it should be used but with the awareness of its impacts, benefits, and drawbacks.