Investigating the Effects of Using Grammarly in EFL Writing: The Case of Articles

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH COMPUTERS IN THE SCHOOLS Pub Date : 2022-12-12 DOI:10.1080/07380569.2022.2150067

Saman Ebadi, Mina Gholami, Shokoufeh Vakili

{"title":"Investigating the Effects of Using Grammarly in EFL Writing: The Case of Articles","authors":"Saman Ebadi, Mina Gholami, Shokoufeh Vakili","doi":"10.1080/07380569.2022.2150067","DOIUrl":null,"url":null,"abstract":"Abstract Online grammar checkers have increasingly been used in writing instruction to detect and remove English as a foreign language (EFL) learners’ grammatical errors. This study investigated the effects of the automated writing evaluation software Grammarly on Iranian EFL learners’ article errors which are common in EFL writing. Ninety Iranian students majoring in English language and literature were selected through convenience sampling. They were divided into three groups, with one receiving Grammarly and teacher feedback (experimental group 1), one receiving Grammarly feedback (experimental group 2), and one receiving teacher feedback (control group). Both descriptive and inferential statistics were employed to analyze the data. In addition, one-way ANOVA, frequency analysis, and thematic analysis were used to analyze the data from pretests/posttests, questionnaires, and interviews. The results showed that the Grammarly and teacher feedback group outperformed the other groups in the post-test. This study recommends that EFL teachers consider incorporating online grammar checkers into their EFL writing courses as writing assistant tools.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMPUTERS IN THE SCHOOLS","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/07380569.2022.2150067","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 2

Abstract

Abstract Online grammar checkers have increasingly been used in writing instruction to detect and remove English as a foreign language (EFL) learners’ grammatical errors. This study investigated the effects of the automated writing evaluation software Grammarly on Iranian EFL learners’ article errors which are common in EFL writing. Ninety Iranian students majoring in English language and literature were selected through convenience sampling. They were divided into three groups, with one receiving Grammarly and teacher feedback (experimental group 1), one receiving Grammarly feedback (experimental group 2), and one receiving teacher feedback (control group). Both descriptive and inferential statistics were employed to analyze the data. In addition, one-way ANOVA, frequency analysis, and thematic analysis were used to analyze the data from pretests/posttests, questionnaires, and interviews. The results showed that the Grammarly and teacher feedback group outperformed the other groups in the post-test. This study recommends that EFL teachers consider incorporating online grammar checkers into their EFL writing courses as writing assistant tools.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

探究语法在英语写作中的作用:以冠词为例

摘要在线语法检查器越来越多地被用于写作教学，以检测和消除英语作为外语（EFL）学习者的语法错误。本研究调查了自动写作评估软件Grammarly对伊朗英语学习者在英语写作中常见的文章错误的影响。通过方便抽样的方式选择了90名伊朗英语语言文学专业的学生。他们被分为三组，其中一组接受Grammarly和教师反馈（实验组1），一组接受Grammarly反馈（试验组2），另一组接受教师反馈（对照组）。采用描述性统计和推断性统计对数据进行分析。此外，使用单因素方差分析、频率分析和主题分析来分析前测/后测、问卷调查和访谈的数据。结果表明，Grammarly和教师反馈组在后测中的表现优于其他组。本研究建议英语教师考虑将在线语法检查器作为写作辅助工具纳入他们的英语写作课程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.