The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing

Ghufron, M. Ali; Rosyida, Fathia

doi:10.21512/lc.v12i4.4582

Cited by 84 publications

(64 citation statements)

References 26 publications

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“…The results of the study were mainly positive. Further, Ghufron & Rosyida (2018) the students' works which are evaluated with the automated feedback program will significantly be improved in terms of grammar, vocabulary (diction), and mechanics (spelling and punctuation). However, the automated feedback program does not have much effect on the content and organization of writing.…”

Section: Discussionmentioning

confidence: 99%

Flipped Teaching with CALL in EFL Writing Class: How Does It Work and Affect Learner Autonomy?

Ghufron¹,

Nurdianingsih²

2019

EUROPEAN J ED RES

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This paper presents how the process of flipped teaching with Computer Assisted Language Learning (CALL) works in teaching English as a Foreign Language (EFL) writing in the Indonesian context. As well, it also elaborates how the teaching model affects learner autonomy. This flipped teaching with CALL was experienced by some lecturers of private universities in East Java, Indonesia. This study used a multi-site case study research design. The data were yielded from in-class observation, lesson plan analysis, focus group interviews, and questionnaires. The total of 5 EFL writing teachers and 150 students from 5 private universities in East Java, Indonesia had participated in this study. Experimenting with flipped teaching with CALL in teaching EFL writing enabled the teachers, as course developers, to get an idea of their students' response to the challenges of new ways, methods, and techniques of their study. The flip-class environment fostered better communication amongst learners and learner autonomy as well. The flip-class atmosphere also had a beneficial impact on the motivation of learners. The qualitative results from interviews of the learners showed that the learners had inspired themselves to engage in in-class learning activities and self-regulated teaching environments. The findings gave reflection to the teachers on several vitally necessary conditions enabling a course in a flipped teaching with CALL format to contribute to developing students' professional competencies.

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Section: Discussionmentioning

confidence: 99%

Flipped Teaching with CALL in EFL Writing Class: How Does It Work and Affect Learner Autonomy?

Ghufron¹,

Nurdianingsih²

2019

EUROPEAN J ED RES

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“…Guru sepenuhnya perlu mencari teknologi online sebagai alat bahasa yang canggih untuk membantu masalah siswa dalam menulis. Guru perlu mengetahui beberapa software komputer untuk membantu mereka dalam pengajaran dan proses pembelajaran, seperti Wiki, Facebook, Ms. Word, perangkat lunak Grammarly, dan lainnya (Kabilan, Ahmad, & Abidin dikutip dalam Ghufron & Rosyida, 2018). Penerapan teknologi komputer dalam pembelajaran bahasa digunakan untuk mencapai hasil yang diinginkan dalam pengembangan keterampilan menulis.…”

Section: Pendahuluanunclassified

Penerapan Grammarly Tool Untuk Meningkatkan Keterampilan Menulis Teks Analisis Ekspositoris Siswa

Sulistyowati¹

2021

educatio

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Penelitian ini bertujuan untuk meningkatkan keterampilan menulis siswa melalui Grammarly checker pada siswa kelas XI MIPA 4 SMA Negeri 1 Jalaksana tahun pelajaran 2019/2020. Subjek penelitian adalah siswa kelas XI MIPA 4 berjumlah 35 siswa. Metode penelitian ini adalah penelitian tindakan kelas (PTK). Penelitian ini dilakukan berdasarkan penelitian tindakan kelas kolaboratif, dimana peneliti sebagai guru Bahasa Inggris di Kelas XI MIPA 4 berkolaborasi dengan guru Bahasa Inggris yang juga mengajar di SMA Negeri 1 Jalaksana sebagai pengamat dan kolaborator. Penelitian ini dilakukan melalui dua siklus yang setiap siklus terdiri dari tiga pertemuan. Setiap siklus dilakukan dengan mengikuti model Kemmis dan Mc Taggart yang terdiri dari perencanaa, tindakan, pengamatan, dan refleksi. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah wawancara, catatan lapangan, angket, dan tes. Peneliti kemudian menganalisis data, baik secara kuantitatif maupun kualitatif. Peneliti melakukan pre-test pada siklus 1, tes pada siklus 1 dan 2 untuk mengukur keterampilan menulis siswa terutama dalam menulis teks eksposisi analitis.Hasil penelitian ini menunjukkan bahwa ada peningkatan yang signifikan terhadap keterampilan menulis siswa setelah menerapkan alat Grammarly di kelas. Pada akhir setiap periode, sebagian besar siswa memperoleh nilai yang memuaskan seteah menggunakan alat Grammarly. Hal ini dapat dibuktikan dari hasil skor siswa dalam tes tertulis dari setiap siklus. Pada pre-test, nilai rata-rata siswa adalah 66.43. kemudian, setelah menerapkan alat Grammarly, nilai rata-rata siswa pada post-test 1 adalah 72,00 dan post-test 2 adalah 80,74. Berdasarkan data di atas, pencapaian keterampilan menulis siswa pada post-test 2 telah mencapai target penelitian tindakan kelas. Dari hasil nilai rata-rata siswa bisa dilihat bahwa Grammarly dapat memberikan efek positif terhadap keterampilan menulis siswa.

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“…A large body of literature has revealed the practical functionality of CEA in producing constructive comments (Dembsey, 2017;O'Neill & Russell, 2019), offering explicit over generic feedback (Ranalli, 2018), assisting the reduction in the number of errors (i.e., related to vocabulary, grammar, spelling; Ghufron & Rosyida, 2018), and offering more suitable local surface-level errors (e.g., articles, preposition, and verb-noun agreement) (Bailey & Lee, 2020), and easing the assessment and evaluation process (Al-Ahdal, 2020), including self-assessment to motivate learners (Dikli & Bleyle, 2014).…”

Section: Computer-aided Error Analysis (Cea)mentioning

confidence: 99%

Gender‐Based EFL Writing Error Analysis Using Human and Computer‐Aided Approaches

Almusharraf

Alotaibi

2020

Educational Measurement

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Committing errors is expected in the development of language acquisition and learning; however, there is limited research that contributes to the literature on the effect of gender of English as a foreign language (EFL) writing. This study explored the gender differences in EFL students' writing using two approaches: human evaluation and computer-aided error analysis (CEA). A corpus of 90,753 words was compiled from written samples collected from 197 participants (98 males and 99 females [freshmen or sophomores]) who were studying on a full-time basis in a private institution in the Kingdom of Saudi Arabia (KSA). By utilizing descriptive analysis and factorial two-way ANOVA to detect counting errors, the findings reveal that the distinctions between male and female writings are nonsignificantly related to specific errors. Generally, the results exhibit noteworthy differences between the error types of the two male and female groups (more error frequency in the male-written productions). The findings support educators and decision-makers on implementing more learner-conscious teaching approaches, enhancing male and female students' EFL writing skills. This study further suggests diagnostic information about challenging EFL writing areas, which can benefit educators and course designers in establishing effective teaching strategies and feedback approaches that should be implemented to promote EFL writing skills.

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The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing

Cited by 84 publications

References 26 publications

Flipped Teaching with CALL in EFL Writing Class: How Does It Work and Affect Learner Autonomy?

Flipped Teaching with CALL in EFL Writing Class: How Does It Work and Affect Learner Autonomy?

Penerapan Grammarly Tool Untuk Meningkatkan Keterampilan Menulis Teks Analisis Ekspositoris Siswa

Gender‐Based EFL Writing Error Analysis Using Human and Computer‐Aided Approaches

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