Grammarly and Grammatical Errors Reduction: A Case for Non-Native English Teachers’ Professional Learning

Utami, I G A Lokita Purnamika; Mahardika, I Gusti Ngurah Agung Wijaya

doi:10.26858/ijole.v7i2.46431

Cited by 3 publications

(4 citation statements)

References 40 publications

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“…Common errors occur in English writing such as capitalization errors, punctuation errors, grammatical errors, spelling, and supporting arguments (Dobrić et al, 2021;Utami & Mahardika, 2023). This argument supports the students' answer in the interview that most of them experience grammatical errors such as wrong tenses, errors in the use of singular and plural nouns, punctuation, word choice, the use of articles, passive voice, and complex sentences.…”

Section: Discussionsupporting

confidence: 66%

“…The Indonesian Journal of the Social SciencesThe advancements in modern technology have greatly facilitated the process of rectifying grammatical faults in written text(Utami & Mahardika, 2023). According toLin et al (2020), AWE, or Automated Writing Evaluation, is a technological tool employed to analyze written content and offer points and criticism Dizon and Gayed, (2021).…”

mentioning

confidence: 99%

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Scrutinizing the Impacts of Grammarly Application on Students’ Writing Performance and Perception

Suryanto,

Habiburrahim,

Akmal

et al. 2024

jip

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This research explored the impact of the Grammarly application on students’ writing performance and perceptions, particularly during the thesis writing stage. Writing is a complex cognitive process requiring strategic planning, organization, grammar, and vocabulary skills. The study focused on students majoring in English Language Education at Ar-Raniry State Islamic University, specifically those in their ninth semester from the 2018 cohort. A purposive sample of 42 students, all at the thesis writing stage and users of Grammarly, was selected from a total of 127. Additionally, three lecturers, serving as thesis supervisors, were randomly selected for interviews from a pool of 20. The research employed both qualitative and quantitative methods, using survey questionnaires and interviews for data collection. Results indicated that Grammarly was a beneficial tool for students, significantly aiding in thesis writing and reducing the time spent on checking grammatical errors. The surveys revealed unanimous student agreement on Grammarly’s positive impact on their writing process. Interviews with lecturers supported this, noting an improvement in the quality of theses written by students who used Grammarly. This study underscored the effectiveness of Automated Writing Evaluation (AWE) tools like Grammarly in enhancing students’ writing skills and outcomes.

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Section: Discussionsupporting

confidence: 66%

mentioning

confidence: 99%

Scrutinizing the Impacts of Grammarly Application on Students’ Writing Performance and Perception

Suryanto,

Habiburrahim,

Akmal

et al. 2024

jip

View full text Add to dashboard Cite

show abstract

“…Meanwhile, AI holds the potential to significantly improve the communication skills of English language learners through the provision of personalized and interactive learning experiences [29]. Moreover, AI tools could undeniably benefit from in-service English retraining, focusing on enhancing their language proficiency [30]. The previous research confirmed that the integration of AI has the potential to benefit students in expanding their English language skills.…”

Section: J Edu and Learnmentioning

confidence: 82%

“…Despite the increasing interest in using AI-powered tools among EFL teachers [22]- [30], little was known about exploring the adoption of AI-powered tools among pre-service teachers using the TPACK framework. There is a need for more exploration of pre-service teachers' technological level of knowledge on integrating AI-powered tools in EFL classrooms, particularly in the Indonesian context.…”

Section: J Edu and Learnmentioning

confidence: 99%

Scrutinizing Indonesian pre-service teachers’ technological knowledge in utilizing AI-powered tools

Hastomo,

Mandasari,

Widiati

2024

EduLearn

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Educators have widely adopted artificial intelligence (AI) as a product of technology to prepare teaching materials and enhance their understanding of technology integration in language teaching. As prospective teachers who may teach digital native students later, pre-service teachers must be more capable and knowledgeable in technologically-based pedagogy, materials, and assessment. This study aimed to explore English as a foreign language (EFL) pre-service teachers’ technological knowledge of utilizing AI-powered tools using the technological pedagogical content knowledge (TPACK) framework and investigate their strategies in the advanced of their technological knowledge. This mixed-method research design employed a five-point Likert scale questionnaire and a semi-structured interview as instruments to collect data. Fifty-five EFL pre-service teachers were purposively selected. Data from the questionnaire were analyzed statistically and descriptively, and data from interviews were analyzed thematically. The first findings of this study comprehensively revealed that EFL pre-service teachers exhibit a moderate level of proficiency in addressing technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK in utilizing AI-powered tools. Meanwhile, the second finding revealed that the participants employed four key strategies to advance their technological knowledge using AI-powered tools: engaging in TPD programs, collaborating with tech-savvy colleagues, staying informed about AI trends, and experimenting with AI-powered tools.

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Using Grammarly in Enhancing Students’ Grammatical Accuracy in English Writing: A Case at a Private College in Hanoi

2024

paic

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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.

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Grammarly and Grammatical Errors Reduction: A Case for Non-Native English Teachers’ Professional Learning

Cited by 3 publications

References 40 publications

Scrutinizing the Impacts of Grammarly Application on Students’ Writing Performance and Perception

Scrutinizing the Impacts of Grammarly Application on Students’ Writing Performance and Perception

Scrutinizing Indonesian pre-service teachers’ technological knowledge in utilizing AI-powered tools

Using Grammarly in Enhancing Students’ Grammatical Accuracy in English Writing: A Case at a Private College in Hanoi

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