The Effectiveness of Using Grammarly in Teaching Writing Among Indonesian Undergraduate EFL Students
- 10.2991/assehr.k.211212.008How to use a DOI?
- Grammarly; Indonesian Undergraduate EFL Students; Teaching Writing
In light of the current controversies and concerns surrounding Grammarly, this article discusses one specific way in which Grammarly can be used effectively in teaching L2 writing. This study used a switching replication design under the experimental design and involved eighty first-year students of English Education Department from a public university in Banten Province, Indonesia, taking a writing course. They were divided into two groups, experimental and control. Pre-tests and post-tests were administered to the students, followed by distributing open-ended online questionnaires to them at the end of the course. An interview was conducted with the writing teacher. Related to the interview, the experiences of the teacher were retrieved and discussed. The results showed that although the writing scores of the students from the experimental group improved significantly from the pre-tests to post-tests, there was no significant difference compared to the writing scores of the students from the control group. Further, the Gain Scores of both groups indicated that the use of Grammarly was not more effective enough than the teacher corrective feedback to teach writing in an EFL class. The students further perceived that Grammarly was a beneficial learning tool. The teacher admitted that using Grammarly could save the time spent evaluating the works of the students. A recommendation for future research is also mentioned.
- © 2021 The Authors. Published by Atlantis Press SARL.
- Open Access
- This is an open access article under the CC BY-NC license.
Cite this article
TY - CONF AU - Delsa Miranty AU - Utami Widiati AU - Bambang Yudi Cahyono AU - Tengku Intan Suzila Tengku Sharif PY - 2021 DA - 2021/12/14 TI - The Effectiveness of Using Grammarly in Teaching Writing Among Indonesian Undergraduate EFL Students BT - Proceedings of the International Seminar on Language, Education, and Culture (ISoLEC 2021) PB - Atlantis Press SP - 41 EP - 45 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211212.008 DO - 10.2991/assehr.k.211212.008 ID - Miranty2021 ER -