Comparison of the Effectiveness of StyleWriter and Microsoft Word Computer Software to Improve English Writing Skills

Prvinchandar, Sunita; Ayub, Ahmad Fauzi Mohd

doi:10.5539/elt.v7n1p93

Cited by 5 publications

(2 citation statements)

References 12 publications

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“…Feedback can improve students' self-confidence so they can do their best to achieve success. Teacher feedback is the verbal reaction of the teacher to grammatical mistakes made by the students during the teaching process [25]. Some studies show how corrective feedback and self-correction impede the improvement of students' writing skill in EFL.…”

Section: Introductionmentioning

confidence: 99%

Exploring an Automated Feedback Program ‘Grammarly’ and Teacher Corrective Feedback in EFL Writing Assessment: Modern vs. Traditional Assessment

Ghufron¹

2019

Proceedings of the Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Sem

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This study aimed at (1) exploring the teachers and students' perceptions and attitudes toward the implementation of 'Grammarly' and teacher corrective feedback, (2) uncovering the strengths and weaknesses of the use of 'Grammarly' and teacher corrective feedback in EFL writing class. This study employs a case study design. The findings of this study show the positive perceptions and attitudes of teachers and students on the implementation of both 'Grammarly' and teacher corrective feedback. 'Grammarly' is better in reducing errors in terms of vocabulary usages (diction), language use (grammar), and mechanics of writing (spelling and punctuation). However, it is less effective to improve the content and organization of students' EFL writing. On the contrary, teacher corrective feedback is better in terms of improving the content, organization, and mechanics of writing, but it is less effective in terms of language use and diction.

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Section: Introductionmentioning

confidence: 99%

Exploring an Automated Feedback Program ‘Grammarly’ and Teacher Corrective Feedback in EFL Writing Assessment: Modern vs. Traditional Assessment

Ghufron¹

2019

Proceedings of the Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Sem

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“…and encourage them to succeed. It is a vocal response to pupil grammar faults (Prvinchandar & Ayub, 2014). Corrective feedback and selfcorrection may hinder EFL student writing growth.…”

Section: Introductionmentioning

confidence: 99%

Investigating EFL students’ linguistic problems using Grammarly as automated writing evaluation feedback

Tambunan

Andayani

Sari

et al. 2022

Indonesian J. Appl. Linguist.

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A plethora of previous studies has shown that corrective feedback can benefit students to progress in their learning. Due to technological advancement, there is a need to investigate the profile of corrective feedback to students’ writing via automated writing evaluation (AWE), particularly in the Indonesian higher education context. Therefore, this research aims to employ an AWE platform, Grammarly, to investigate the Indonesian English as a foreign language (EFL) students’ writing profiles in spelling, grammar, punctuation, enhancement suggestion, sentence structure, and style check. This ex post facto study explored the assignment written by 54 fourth-semester English department students enrolled in an academic writing course at an Indonesian university. The students’ writing profiles were classified, identified, and categorized using the Grammarly platform. Descriptive statistics were used to obtain the average, standard deviation, and significant differences according to the writing profiles between male and female students. The result stated that grammar is the major problem possessed by students. Furthermore, teachers are expected to provide online corrective feedback for students in the Academic Writing course learning process.

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The Impact of Feedback Provision by Grammarly Software and Teachers on Learning Passive Structures by Iranian EFL Learners

Qassemzadeh¹,

Soleimani²

2016

TPLS

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Abstract-A major concern in today's world of pedagogy in general and language teaching, in particular, is the application of computer-assisted learning to improve students' achievement. There has been a long time that in the classroom setting only the teacher's feedback in a traditional way has been used in teaching. Due to the fact that this kind of notion can be traced back to a traditional attitude toward feedback, we looked for a new alternative in order to bring some innovation in an educational environment, namely Grammarly Software feedback provision. Therefore, the aim of the present study was to explore the impact of feedback provision by Grammarly Software and teachers on learning passive structures by EFL learners. Through convenience sampling, 70 intermediate male and female EFL learners were selected, then they were randomly assigned to two main groups: the experimental and control group. A grammar pre-test, a post-test, and a delayed post-test were administrated to the participants in six sessions. The results of the data gathered from pre-test and posttest reveal that the effect of teacher on learning passive structure, in pre-test and post-test, were more than the effect of Grammarly Software on learning passive structure of the learners, and the effect of Grammarly Software on learning passive structure in delayed post-test scores was more than the effect of teacher on learning passive structure of learners. The results might have implications for language teachers, learners, and materials developers.

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Comparison of the Effectiveness of StyleWriter and Microsoft Word Computer Software to Improve English Writing Skills

Cited by 5 publications

References 12 publications

Exploring an Automated Feedback Program ‘Grammarly’ and Teacher Corrective Feedback in EFL Writing Assessment: Modern vs. Traditional Assessment

Exploring an Automated Feedback Program ‘Grammarly’ and Teacher Corrective Feedback in EFL Writing Assessment: Modern vs. Traditional Assessment

Investigating EFL students’ linguistic problems using Grammarly as automated writing evaluation feedback

The Impact of Feedback Provision by Grammarly Software and Teachers on Learning Passive Structures by Iranian EFL Learners

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