Using Grammarly in Enhancing Students’ Grammatical Accuracy in English Writing: A Case at a Private College in Hanoi
DOI:
https://doi.org/10.54855/paic.2466Keywords:
Automated Writing Evaluation, Grammarly, writing skills, grammatical accuracyAbstract
Writing is regarded as a hard-to-deal skill in English, and achieving grammatical accuracy in writing is considered challenging for most English learners. As technologies advance, Automated Writing Evaluation (AWE) tools have increasingly been implemented in English language education to enhance learning outcomes. As an AWE assistant, Grammarly has been found beneficial in improving English learners' writing skills. This study aimed to investigate the effectiveness of using Grammarly in enhancing learners’ grammatical accuracy in writing. The study utilized a case study design with qualitative and quantitative data collected from thirty-two second-year college students. Learners’ writing assignments were analyzed using surface structure taxonomy followed by a survey questionnaire to get quantitative data for the research. Qualitative data was provided through a focus-group interview. The findings revealed a reduction in learners’ grammatical errors after Grammarly intervention and their positive attitude toward using Grammarly to improve their English writing. Afterward, there were several recommendations for teachers to foster their students’ English writing skills.References
Al-Jumaily, S. (2015). Improving My Students’ Writing Skill: An Intensive Course for ESL Learners by Using Processapproach to Writing with the Assistance of Computer Word Processor. International Journal of English Language Teaching, 2(1), 29-35. https://doi.org/10.5430/ijelt.v2n1p29 DOI: https://doi.org/10.5430/ijelt.v2n1p29
Asmuti, W. (2002). A Correlation between the Vocabulary Mastery and the Writing Ability of the Second Year of the SMUN 06 Students of Bengkulu. Universities Bengkulu.
Aziz, Z. A., Fitriani, S. S., & Amalina, Z. (2020). Linguistic Errors Made by Islamic University EFL Students. Indonesian Journal of Applied Linguistics (IJAL), 9(3), 733–745. DOI: https://doi.org/10.17509/ijal.v9i3.23224
Bailey, D., & Lee, A. R. (2020). An Exploratory Study of Grammarly in the Language Learning Context: An Analysis of Test-based, Textbook-based, and Facebook Corpora. TESOL International Journal, 15(2), 4-17.
Barrot, J. S. (2022). Integrating Technology into ESL/EFL Writing through Grammarly. Relc Journal, 53(3), 764-768. DOI: https://doi.org/10.1177/0033688220966632
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3, 77-101. DOI: https://doi.org/10.1191/1478088706qp063oa
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to LanguagePedagogy. Pearson PTR Interactive.
Chou, H. C., Moslehpour, M., & Yang, C. Y. (2016). My Access and Writing Error Corrections of EFL College Preintermediate Students. International Journal of Education, 8(1), 144-161. DOI: https://doi.org/10.5296/ije.v8i1.9209
Cohen. L., Manion. L., & Morrison. K. (2007). Research Methods in Education. Routledge. DOI: https://doi.org/10.4324/9780203029053
Creswell, J. W. (2009). Research design: Qualitative, Quantitative, and Mixed Methods Approaches. (3rd ed.). SAGE.
Dewi, U. (2022). Grammarly as Automated Writing Evaluation: Its Effectiveness from EFL Students’ Perceptions. Lingua Cultura, 16(2), 155-161. https://doi.org/10.21512/lc.v16i2.8315 DOI: https://doi.org/10.21512/lc.v16i2.8315
Dong, Y. (2023). Revolutionizing Academic English Writing through AI-Powered Pedagogy: Practical Exploration of Teaching Process and Assessment. Journal of Higher Education Research, 4(2), 52-57. DOI: https://doi.org/10.32629/jher.v4i2.1188
Dulay, H., Burt, M., & Krashen, S. (1982). Language Two. Oxford University Press.
Faisal, F., & Carabella, P. A. (2023). Utilizing Grammarly in an Academic Writing Process: Higher-education Students’Perceived Views. Journal of English Language Teaching and Linguistics, 8(1), 23-42. http://dx.doi.org/10.21462/jeltl.v8.i1.1006 DOI: https://doi.org/10.21462/jeltl.v8i1.1006
Faller, J. M. V. (2018). Grammarly Investigation into EFL Writing Issues Involving Omani Learners. International Journal of Language & Linguistics, 5(3). https://doi.org/10.30845/ijll.v5n316 DOI: https://doi.org/10.30845/ijll.v5n3p16
Fitria, T. N. (2021). “Grammarly” as AI-powered English Writing Assistant: Students’ Alternative for English Writing. Metathesis: Journal of English Language Literature and Teaching, 5(1), 65-78. http://dx.doi.org/10.31002/metathesis.v5i1.3519 DOI: https://doi.org/10.31002/metathesis.v5i1.3519
Gao, X., Chen, Y., Zhang, Y., & Liu, Y. (2021). To What Extent Can AI Writing Feedback Improve EFL Undergraduates’ Writing Performance? A Study on an AI Writing Feedback System. Journal of Educational Computing Research, 59(6), 1496-1518.
Ghufron, M. A. (2019, April). Exploring an automated feedback program ‘Grammarly’ and teacher corrective feedback in EFL writing assessment: Modern vs. traditional assessment [Paper presented]. The 3rd English Language and Literature International Conference, Semarang, Indonesia. DOI: https://doi.org/10.4108/eai.27-4-2019.2285308
Harris, P., McKenzie, B., Fitzsimmons, P., & Turbill, J. (2003). Writing in The Primary School Years. Social Science Press.
Hassan, M. (2024, March 26). Case Study - Methods, Examples and Guide - Research Method. Research Method. https://researchmethod.net/case-study-research/
Hoover, L. (2021, May 21). What is Qualitative vs. Quantitative Study?. GCU. https://www.gcu.edu/blog/doctoral-journey/what-qualitative-vs-quantitative-study
Huang, H-W., Li, Z., & Taylor, L. (2020). The Effectiveness of Using Grammarly to Improve Students’ Writing Skills. In ICDEL '20: Proceedings of the 5th International Conference on Distance Education and Learning (pp. 122-127). The Association for Computing Machinery. DOI: https://doi.org/10.1145/3402569.3402594
Lailika, H. I. (2019). Students' Perceptions of the Use of Grammarly as an Online Grammar Checker in Thesis Writing [Unpublished Bachelor's thesis]. Universitas Islam Negeri Sunan Ampel Surabaya.
Larsen-Freeman, D. (2003). Teaching Language: From Grammar to Grammaring. Heinle.
Liu, X., Xu, J., Xu, Y., & Liu, B. (2020). An Intelligent Writing Assistant for Argumentation Skills Development. IEEE Transactions on Learning Technologies, 13(4), 573-586.
Lush, B. (2002). Writing Errors: A Study of Thai Students’ Writing Errors. ThaiTESOL BULLETIN, 15(1), 75–82.
Maharani, M. M. (2018). Graphic Organizers to Improve Students’ Writing on Recount Paragraphs. Metathesis: Journal of English Language, Literature, and Teaching, 2(2), 211–221. https://doi.org/10.31002/metathesis.v2i2.942 DOI: https://doi.org/10.31002/metathesis.v2i2.942
Maniam, D. M., & Rajagopal, P. (2016). Simple Past Tense Errors Based on Surface Structure Taxonomy in ESL Malaysian Undergraduates Writing. Global Journal of Advanced Research, 3(6), 547–553.
Maodilao, E. H., & Hidayat, M. V. C. (2021). Writing Errors Based on Surface Structure Taxonmony: A Case of Indonesian EFL Students’ Personal Letters. In M., Helmie, J., Kurniawati, N., Maodila, E. H., Salsabila, V. A., & Sofarini, A. (Eds), Proceeding 1st International Conference on Education of Surykancana, “Embrassing future education in new society” (pp.336-344). Unsur Press.
Maudilidina, P., & Wibowo, H. (2022). The Use of Grammarly Tools to Enrich Students’ Writing Ability. Lingua: Jurnal Pendidikan Bahasa, 18(2), 179-189. DOI: https://doi.org/10.34005/lingua.v18i2.2246
Nguyen, T. T. H, & Huynh, T. Y. (2023). Difficulties in Writing Skill of English Majored Freshmen at Tay Do University. International Journals of All Research Writing, 5(2), 75-83.
Nova, M. (2018). Utilizing Grammarly in Evaluating Academic Writing: A Narrative Research on EFL Students’ Experience. Premise: Journal of English Education and Applied Linguistics, 7(1), 80-96. DOI: https://doi.org/10.24127/pj.v7i1.1332
O’Neil, R., & Russell, A. (2019). Stop! Grammar Time: University Students’ Perceptions of the Automated Feedback Program Grammarly. Australasian Journal of Educational Technology, 35(1), 42-56. DOI: https://doi.org/10.14742/ajet.3795
Phan, T. N. L. (2023). Students' Perceptions of the AI Technology Application in English Writing Classes. Proceedings of the AsiaCALL International Conference, 4, 45-62. ISSN:2833-6836, ISBN:979-8-9870112-4-9.DOI: https://doi.org/10.54855/paic.2344 DOI: https://doi.org/10.54855/paic.2344
Ritchie, J., & Lewis, J. (2003). Qualitative Research Practice. SAGE.
Robbins, S. (2018). Organizational Behavior. Pearson Education Limited.
Sanosi, A., B. (2022). The Impact of Automated Written Corrective Feedback on EFL Learners’ Academic Accuracy. The Journal of Teaching English for Specific and Academic Purposes, 7(2), 301-317. https://doi.org/10.22190/JTESAP2202301S DOI: https://doi.org/10.22190/JTESAP2202301S
Solomon, M. R. (2019). Consumer Behaviour: A European Perspective. Pearson Education.
Stake, R. E. (1995). The art of case study research. SAGE.
Talis, S. S. N., Akib, E., & Baso, F. A. (2018). The Students’ Perception Toward Implementing Blended Learning Method in English Language Teaching (ELT) at the 5th-Semester Students of English Education Department (A Descriptive Qualitative Research). Jurnal Keguruan Dan Ilmu Pendidikan, 5, 37-51.
Tran, T. T. H. (2024). AI Tools in Teaching and Learning English Academic Writing Skills. Proceedings of the AsiaCALL InternationalConference, 4, 170-187. ISSN:2833-6836; ISBN: 979-8-9870112-4-9.DOI: https://doi.org/10.54855/paic.23413 DOI: https://doi.org/10.54855/paic.23413
Ummah, L. K., & Bisriyah, M. (2022). EFL Students' Perception of Grammarly Premium's Feedback and Dealing with Inaccuracies. Journal of English Educators Society, 7(2), 163-172. DOI: https://doi.org/10.21070/jees.v7i2.1687
Utami, I. G. A. L. P., & Mahardika, I. G. N. A. W. (2023). Grammarly and Grammatical Errors Reduction: A Case for Non-Native English Teachers’ Professional Learning. International Journal of Language Education, 7(2). https://doi.org/10.26858/ijole.v7i2.46431 DOI: https://doi.org/10.26858/ijole.v7i2.46431
Winans, M. D. (2021). Grammarly’s Tone Detector: Helping Students Write Pragmatically Appropriate Texts. Relc Journal, 52(2), 348-352. DOI: https://doi.org/10.1177/00336882211010506
Yan, G. (2016). Conceptualizing Effective Feedback Practice Through an Online Community of Inquiry. Computers & Education, 94. https://doi.org/10.1016/j.compedu.2015.10.023 DOI: https://doi.org/10.1016/j.compedu.2015.10.023
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Vu Phuong Thao
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright
The copyright of all articles published in the Proceedings of the AsiaCALL International Conference (paic) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the aicp are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
