The Effect of Automated Written Feedback through Grammarly: Focusing on Improving Language-related Writing Quality of English
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참고문헌
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초록
Providing corrective feedback on L2 learners’ writing is considered essential by both learners and instructors. The present study aimed at investigating the effects of the automated written feedback tool, Grammarly, on reducing writing errors of L2 learners in their writing tasks. In this study, seventeen first-year university students majoring in English education completed two types of writing tasks in class and revised their drafts by using Grammarly. A total of 68 writing samples were analyzed by language-related features including the number of words, sentence length, or error types. Overall findings indicated that some significant decrease in the errors was observed between the 1st and 2nd drafts in the two tasks. However, it was also shown that the length of the compositions from the two tasks was positively proportional to the number of errors they made. The most frequent errors identified by Grammarly included ‘determiner use’, ‘incorrect verb forms’, ‘word choice’, ‘punctuation in sentences’, ‘misspelled words’, and ‘wordy sentence.’ The study also presented the positive relationship between their L2 language proficiency and L2 writing ability. The pedagogical implications and future research direction were discussed.
Abstract
Providing corrective feedback on L2 learners’ writing is considered essential by both learners and instructors. The present study aimed at investigating the effects of the automated written feedback tool, Grammarly, on reducing writing errors of L2 learners in their writing tasks. In this study, seventeen first-year university students majoring in English education completed two types of writing tasks in class and revised their drafts by using Grammarly. A total of 68 writing samples were analyzed by language-related features including the number of words, sentence length, or error types. Overall findings indicated that some significant decrease in the errors was observed between the 1st and 2nd drafts in the two tasks. However, it was also shown that the length of the compositions from the two tasks was positively proportional to the number of errors they made. The most frequent errors identified by Grammarly included ‘determiner use’, ‘incorrect verb forms’, ‘word choice’, ‘punctuation in sentences’, ‘misspelled words’, and ‘wordy sentence.’ The study also presented the positive relationship between their L2 language proficiency and L2 writing ability. The pedagogical implications and future research direction were discussed.
참고문헌 (35)
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