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EFL students' perception on the use of Grammarly and teacher feedback
Abstract and Figures
Many studies on the Automated Writing Evaluation (AWE) Program predominantly focused on the outcomes of the students writing and the comparison between AWE programs. However, studies investigating the students' perception on combining an AWE program and teacher feedback are still insufficient. This study examined the students' perception on the use of Grammarly and teacher feedback on their writing. It also sought to know whether the students' English proficiency level influences their perception. The participants included 26 undergraduate students of the Faculty of Law who were taking an English for Specific Purpose (ESP) writing course when the data were collected. The data were the students' responses to the questionnaire and their TOEFL scores. The result of the analysis showed that the students perceived the use of Grammarly and teacher feedback positively. Furthermore, the students' perception on the use of Grammarly and teacher feedback was not influenced by their English proficiency level. Students of high and low English proficiency levels gave positive responses to the use of Grammarly and teacher feedback. Citation: Fahmi,M.A. and Cahyono, B.Y. (2021). EFL students' perception on the use of grammarly and teacher feedback.
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... As far as we are aware, very little study has been conducted in Indonesia and published in journals that looks at how AI writing tools affect the structure and content of writing from the viewpoint of teachers or students. The current writers are aware of the groundbreaking studies conducted by Miranty and Widiati (2021) and Fahmi and Cahyono (2021), which explore in some depth how Indonesian EFL students use Automated Writing Evaluation (AWE) as one of their AI writing tools. ...
... Students' opinions on the benefits and drawbacks of AWE (i.e., Grammarly) were investigated by Miranty and Widiati (2021), while Fahmi and Cahyono (2021) AI writing tools that offer ideas and build upon them have proved very helpful in increasing pupils' inventiveness. These resources can help students overcome obstacles to their creativity by offering other viewpoints or views when they run into trouble or experience writer's bloc (T1) T2, on the other hand, gave a more conflicted assessment of AI writing tools. ...
The main objective of this research was to investigate the variety of Artificial Intelligence (AI) writing tools that are accessible and evaluate how teachers of English as a Foreign Language (EFL) perceive their impact on students' writing, specifically with regard to content and organization. The research was built within a case study framework, employing a qualitative method. Data describing the variety of AI writing tools and their effect on students' writing quality were gathered through semi-structured interviews. In order to shed light on the range of AI writing tools utilized in their classrooms, the study collected data from four EFL teachers throughout three different universities in Indonesia. Quillbot, WordTune, Jenni, ChatGPT, Paperpal, Copy.ai, and Essay Writer were among these apps. Furthermore, all of these educators concurred that the AI writing tools had a good impact on the caliber of writing produced by their students, especially with regard to topic and organization. The study's conclusions suggest that using AI writing tools can help improve the caliber of writing produced by EFL students. The limitations of this study were also addressed, along with suggestions for further research.
... However, 42% expressed concerns about over-reliance on these tools, fearing it might hinder their ability to learn and apply grammar rules independently. This concern about dependency is echoed in the work of Fahmi and Cahyono (2021), who argue that while AI tools can enhance writing efficiency, they may also reduce students' motivation to develop core writing skills. ...
This study investigates the level of awareness and familiarity with AI writing tools among students in the Department of Media at Maharishi University of Information Technology. A mixed-methods approach, combining a descriptive survey and semi-structured interviews, was used to gather quantitative and qualitative data from 200 students. The survey results revealed that 72% of students were aware of AI writing tools like Grammarly, Quillbot, and ChatGPT, but their familiarity and usage varied. While 61% of students had used these tools at least once, only 15% reported frequent use, and 39% had never used them. Most students perceived AI writing tools as beneficial for improving writing skills and saving time, yet 42% expressed concerns about over-reliance, potentially hindering independent learning. Qualitative insights from interviews highlighted that peer influence and coursework were primary sources of awareness, and while students valued these tools for enhancing grammar and clarity, they also raised ethical concerns about excessive dependency. The findings suggest a need for educational institutions to provide clear guidelines and training on the ethical use of AI writing tools to enhance digital literacy without compromising academic integrity. The study's limitations include its focus on a single department, which may affect generalizability. Future research could explore the impact of AI writing tools across various disciplines and assess the long-term effects on students' writing proficiency and critical thinking. This research underscores the importance of a balanced approach to integrating AI tools in education, promoting both technological engagement and foundational skills development.
... Google Docs (Khalil, 2018); and peerediting tools, e.g. Grammarly (Fahmi & Cahyono, 2021), enhances grammar learning by fostering interactive and collaborative engagement. These platforms allow students to provide feedback, co-construct sentences, and refine their understanding through collaborative problem-solving, that makes grammar acquisition a dynamic and social-driven process. ...
To address problems with grammar teaching and learning, it is essential to shift toward more joyful and interactive approaches by integrating technology such as gamifying activities, and by delivering context-based instruction. Technologies offer a wide range of tools, from applications to interactive platforms, that accommodate various learning preference (Ahmadi, 2018; Hasbi, 2024). Gamified activities, such as quizzes, language games, and digital challenges, not only make learning enjoyable but also motivate students to actively participate (Hashim, 2022). Context-based instruction bridges the gap between theoretical grammar rules and their practical use, that enables students to understand grammar within real-world scenarios (Daskan, 2023). This combination of strategies fosters a dynamic classroom environment where students feel encouraged to explore, practice, and master grammar confidently and enthusiastically. This approach, for sure, enhances both their learning outcomes and overall language skills
... Lao et al. [17] highlighted that teachers' personal attributes, such as personality and cognitive abilities, significantly influence student motivation, with teachers exhibiting strong personal competencies being more effective in motivating students. Complementing this, Sugita and Takeuchi [18] found that teachers who use interactive and engaging pedagogical strategies enhance students' intrinsic motivation to learn English. Furthermore, Sultan and Shafi [19] underscored the importance of a supportive classroom environment, noting that competent teachers who cultivate a positive learning atmosphere can further motivate students. ...
This study investigates the relationship between English teachers' professional competency and student motivation in high schools in Tanjungpinang, Indonesia. Recognizing the critical role of teacher competence in influencing student engagement and learning outcomes, this research addresses a gap in understanding how different aspects of teacher effectiveness impact student motivation across various schools. The study aims to evaluate how teachers' pedagogical skills, competency perceptions, and classroom strategies affect students' attitudes towards learning English. Using a qualitative approach, data was collected through interviews with four English teachers and questionnaires completed by 127 students from SMKN 1 Tanjungpinang, SMKS Maitreyawira Tanjungpinang, SMAN 2 Tanjungpinang, and SMA Pelita Nusantara Tanjungpinang. Key findings reveal that while overall student motivation is high, significant variability exists in how teaching methods and teacher competency are perceived and their effect on motivation. Teachers at different schools employ varied strategies, impacting student engagement differently. The study highlights the need for targeted professional development to address inconsistencies and improve teaching effectiveness. The implications suggest enhancing teacher training programs and refining classroom practices to foster a more uniformly motivating learning environment. Future research should explore longitudinal effects of teacher competency on student outcomes and further investigate the interplay of external factors affecting motivation.
... Lao et al. [17] highlighted that teachers' personal attributes, such as personality and cognitive abilities, significantly influence student motivation, with teachers exhibiting strong personal competencies being more effective in motivating students. Complementing this, Sugita and Takeuchi [18] found that teachers who use interactive and engaging pedagogical strategies enhance students' intrinsic motivation to learn English. Furthermore, Sultan and Shafi [19] underscored the importance of a supportive classroom environment, noting that competent teachers who cultivate a positive learning atmosphere can further motivate students. ...
This study investigates the relationship between English teachers' professional competency and student motivation in high schools in Tanjungpinang, Indonesia. Recognizing the critical role of teacher competence in influencing student engagement and learning outcomes, this research addresses a gap in understanding how different aspects of teacher effectiveness impact student motivation across various schools. The study aims to evaluate how teachers' pedagogical skills, competency perceptions, and classroom strategies affect students' attitudes towards learning English. Using a qualitative approach, data was collected through interviews with four English teachers and questionnaires completed by 127 students from SMKN 1 Tanjungpinang, SMKS Maitreyawira Tanjungpinang, SMAN 2 Tanjungpinang, and SMA Pelita Nusantara Tanjungpinang. Key findings reveal that while overall student motivation is high, significant variability exists in how teaching methods and teacher competency are perceived and their effect on motivation. Teachers at different schools employ varied strategies, impacting student engagement differently. The study highlights the need for targeted professional development to address inconsistencies and improve teaching effectiveness. The implications suggest enhancing teacher training programs and refining classroom practices to foster a more uniformly motivating learning environment. Future research should explore longitudinal effects of teacher competency on student outcomes and further investigate the interplay of external factors affecting motivation.
... It recognizes and corrects misspelt words alongside irregular verb conjugations, incorrect noun usage, and prepositional problems. All of these features are free for users (Fahmi, & Cahyono, 2021). The study of Miranty, et.al. ...
Purpose
The influence of technology on language learning is growing on a global scale. Due to the rapid changes in the language teaching and learning industry, the traditional classroom is no longer the focal point for language learning. This research aims to identify Ecuadorian undergraduate polytechnic students’ perceptions of using Grammarly to improve their writing skills, the challenges they face when using this AI and the improvement level after using Grammarly.
Design/methodology/approach
This research follows a mixed-methods design, using a survey, students’ writing samples and semi-structured interviews for data triangulation.
Findings
Results suggest that participants positively perceived using Grammarly. At the same time, they pinpointed several challenges, such as the suggestion that every time participants executed Grammarly, it suggested new corrections, an issue that has not been identified in other studies.
Originality/value
Research on AI’s uses and usefulness is still a new field. Moreover, data from Ecuador is almost nonexistent. Thus, this paper aims to close that gap by illuminating the issue.
Artificial intelligence (AI)-powered writing assistant tools such as Grammarly have exponentially changed the landscape of teacher education, raising the question: "How can lecturers and students leverage the potential of these tools?" They have also highlighted the need to investigate their use in an open-distance e-learning context, which prompted an investigation of the views of postgraduate students about Grammarly as a specific tool for academic writing in an online course. This exploratory mixed-methods design study was grounded in a pragmatic perspective. Six participants were selected to participate in semi-structured online interviews via Microsoft Teams. The online interviews were recorded, transcribed, and downloaded. A sample of 34 respondents completed our highly reliable (α < .89) self-designed online questionnaire. To analyse the data, NVivo 14, was employed, data were imported, and the themes were generated as guided by the NVivo thematic analysis process. To ensure the trustworthiness of the data sets and identified themes, the participation validation process was used to measure the credibility of the data. Participants noted Grammarly's usefulness in promoting academic writing and enriching teaching and learning experiences. An awareness of ethical considerations for using Grammarly and other generative AI (GenAI)-powered writing assistant tools is essential before adopting them.
p> Abstract: This study investigated the students’ and teacher’s perception, as well as, the merits and demerits of implementing ProWritingAid and teacher feedback in class. The design of this study was a survey research directed in an exclusive classroom setting. Based on the data analysis, it was found that both teacher and students perceived the strategy positively as it can help the students detect, learn, and fix their errors through ProWritingAid and revise their content through teacher feedback. It also helped the teacher in saving time and reduce the teacher’s workload.
Abstrak: Penelitian ini menyelidiki persepsi siswa dan guru dalam penerapan metode pemberian umpan balik dari ProWritingAid dan guru di kelas. Metode yang digunakan dalam penelitian ini adalah survei yang diarahkan pada satu kelas terntentu. Berdasarkan analisis data yang dikumpulkan, ditemukan bahwa baik guru dan siswa memiliki pandangan positif terhadap strategi yang digunakan. Penggunaan strategu dirasakan positif karena dapat membantu siswa mendeteksi, belajar, dan memperbaiki kesalahan mereka melalui ProWritingAid dan memperbaiki isi paragraf mereka melalui umpan balik guru. Strategi ini juga membantu menghemat waktu dan mengurangi beban kerja guru.
Automated Writing Evaluation programs have been used extensively to assist both L2 instructors and learners to get corrective feedback and to score students' final product of writing. Research has found that the AWE programs help in optimizing the writing output. However, little is known about the hybrid mode; use of AWE involving the evaluation of both modes instructors and the AWE program. This paper studies the effects of both modes in developing the students' writing outputs using a small case study of 6 EFL learners. The learners were exposed to both modes where in each mode they undertook two sessions using the program. In the first phase the learners wrote an essay via MY Access and then saved their input in the program. In the second session, they revised their essays based on the feedback given from the program. In the hybrid mode, the same students in the second session revised their input as per the instructor's feedback and then continued submitting their essays via MY Access. Results found that under the hybrid condition students significantly outscored the learners with the AWE program.
This study aims at finding out whether the use of Grammarly could improve the students' writing quality related to writing descriptive. This study is conducted based on the lecturer's observation which implied that students had a problem with grammar and diction. From the interview, the lecturer said that the students felt bored and uninterested in writing. Moreover, most of the students thought that writing in English is so difficult. In order to overcome the problems, the researchers collaborated with the lecturer conducted an action research which involved 40 students. The research data were collected by three instruments, i.e. interview, students’ essays, and questionnaires. Then, the findings show that when Grammarly is used in teaching descriptive, there are 32 (82%) out of 40 students passed the passing grade. The researchers concluded that Grammarly can be used as an appropriate tool to minimize errors and improve students’ writing quality. Keywords: Writing quality; improvement; online-proofreader
This article reports on an exploratory study which investigated the impact of automated feedback in a writing class among some Chinese EFL university learners who were at a lower language level. In particular, the study explored the students’ perceptions of Pigai, the largest and most popular locally designed automated writing evaluation system (AWE) in China, and the impact of integrating this AWE tool on revision quality of student texts. Participants include 67 students enrolled in two classes of a College English course at a Chinese university. One of the two classes was randomly selected as the experimental group (N = 35) and the other as the control group (N = 32). Data of the study include student texts of one academic writing assignment (the pre-test), revised drafts of another writing assignment (the post-test), and responses to a questionnaire. Quantitative and qualitative analyses of the questionnaire show that the lower-proficiency student participants generally thought highly of the feedback given by Pigai. Statistical analyses of the student texts, however, reveal that the integration of automated feedback did not necessarily result in observable improvement in the students’ revised drafts. Implications for writing instruction and the use of AWE technology in EFL writing classes are also discussed.
Universities are increasingly looking towards online technology to assist their students. Grammarly advertises itself as the world’s most accurate online grammar checker, yet little research exists on its performance as a feedback tool in universities. This paper reports on a study investigating students’ perceptions of Grammarly when used in conjunction with advice from an academic learning advisor. Using a mixed methods sequential explanatory design, the study compared one group of students’ responses to the feedback they received from Grammarly (n = 54) with another group’s responses to the traditional non-automated grammar feedback they received from the Academic Learning Centre at CQUniversity (n = 42). Results show that students receiving feedback from Grammarly responded more positively to 9 of the 15 survey items and were significantly more satisfied with the grammar advice that they received compared with non-Grammarly students. No significant differences were registered between cohorts or delivery mode, which suggests that Grammarly can be used effectively by academic learning advisors to provide grammar support for both international and domestic students, online and on campus. It is recommended, however, that the program be used in conjunction with academic learning advisor input as the program is currently not accurate enough for independent use to be justified.
Automated writing assessment refers to a focus both on scoring essays as well as on providing formative feedback. Scoring features generate summative scores, help sort students into proficiency levels, and offer options for scaling up writing assessment for large numbers of writers. The current research base falls into three main foci: written products that examine outcomes on essay scores; writing processes that explore formative feedback of automated assessment in instructional contexts; and combined process/product that analyzes the interactions among learner use, perception, and writing outcomes. A commitment beyond the individual classroom is needed to ensure adequate teacher training, logistical and technological support, and student and teacher motivation for these automated tools. Even as the scoring features of automated writing assessment programs have correlated highly with human ratings and the feedback features have promoted improvement on writing outcomes, factors related to pedagogical integration need more research.
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 post-test 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.
The use of automated writing evaluation (AWE) systems in second language (L2) writing has garnered growing attention in recent years. Most previous studies, however, are primarily concerned with the effectiveness of AWE feedback (e.g. scoring mechanism, validity and reliability issues) on L2 student writing, while giving scant attention to how L2 students engage with AWE feedback in the revision process. It is crucial to note that it is the student engagement with AWE feedback rather than the AWE feedback itself that contributes to student learning. Drawing on the data collected from student written texts, AWE feedback, and student interviews in a Chinese university, this study shows that individual students differed from each other in their engagement with AWE feedback reflected in their perceptions of AWE feedback and use of revision operations in the revision process, which was influenced by individual and contextual factors. The study suggests that compared to a narrow focus on accuracy improvement in L2 student writing, it is more meaningful to examine how L2 students perceive the role of AWE feedback in the revision process and how they make use of different cognitive strategies to revise their writing through their engagement with AWE feedback.