Effects of Teacher vs. Grammarly Feedback on Iranian EFL Learners’ Writing Skill
Subject Areas :
Hoda Sistani
1
,
Omid Tabatabaei
2
1 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
Keywords: بازخورد معلم, بازخورد نگارش خودکار, بازخورد گرامرلی, نگارش انگلیسی به عنوان زبان خارجی,
Abstract :
Benali, A. (2021). The Impact of Using Automated Writing Feedback in ESL/EFL Classroom Contexts. English Language Teaching, 14(12), 189-195.
Bitchener, J., & Ferris, D.R. (2012). Written corrective feedback in second language acquisition and writing. New York, NY, Routledge.
Brown, H. D. (2002). Strategies for Success. A Practical Guide to Learning English.Addison Wesley Longman, Inc., a Pearson Education Company, Order Processing Center, PO box 11071, Des Moines, IA 50336.
Chang, T. S., Li, Y., Huang, H. W., & Whitfield, B. (2021, March). Exploring EFL Students' Writing Performance and Their Acceptance of AI-based Automated Writing Feedback. In 2021 2nd International Conference on Education Development and Studies (pp. 31-35).
Chang, T. S., Li, Y., Huang, H. W., & Whitfield, B. (2021, March). Exploring EFL Students' Writing Performance and Their Acceptance of AI-based Automated Writing Feedback. In 2021 2nd International Conference on Education Development and Studies (pp. 31-35).
Chen, C. F. E., & Cheng, W. Y. E. C. (2008). Beyond the design of automated writing evaluation. Pedagogical practices and perceived learning effectiveness in EFL writing classes. Language Learning & Technology, 12(2), 94-112.
Daniels, P., & Leslie, D. (2013). Grammar software ready for EFL writers. OnCueJournal, 9(4), 391-401.
Dikli, S., & Bleyle, S. (2014). Automated essay scoring feedback for second language writers: How does it compare to instructor feedback. Assessing writing, 22, 1-17.
Fahmi, M. A., & Cahyono, B. Y. (2021). EFL students’ perception on the use of Grammarly and teacher feedback. JEES (Journal of English Educators Society), 6(1), 18-25.
Fitria, T. N. (2021). QuillBot as an online tool. Students’ alternative in paraphrasing and rewriting of English writing. Englisia: Journal of Language, Education, and Humanities, 9(1), 183-196.
Ghufron, M. A., & Rosyida, F. (2018). The role of Grammarly in assessing English as a Foreign Language (EFL) writing. Lingua Cultura, 12(4), 395-403. Grammarly. Retrieved November 21, 2021, from Wikipedia. https://en.wikipedia.org/wiki/Grammarly
Goldstein, L. M. (2005). Teacher written commentary in second language writing classrooms. Ann Arbor. University of Michigan Press.
Hidayatun, M., Nurfaidah, S., Humaera, I., & Gazaly, M. (2021). Students’ Metalinguistic Awareness in L2 Writing. The Case of Grammarly-Mediated Feedback. Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan, 14(2), 128-137.
Hirvela, A. (2005). Computer-based reading and writing across the curriculum. Two case studies of L2 writers. Computers and Composition, 22, 337–356.
Hyland, K., & Hyland, F. (2006). Contexts and issues in feedback on L2 writing.Feedback in second language writing. Contexts and issues,56(7), 1-19.
Lailika, H. I. (2019). Students' perceptions of the use of Grammarly as an online grammar checker in thesis writing. Surabaya, Digilib UIN Sunan Ampel.
Lyster, R. & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19, 37-66.
Perdana, I., Manullang, S. O., & Masri, F. A. Effectiveness of Online Grammarly Application in Improving Academic Writing. Review of Experts Experience.
Qassemzadeh, A., & Soleimani, H., (2016). The impact of feedback provision by Grammarly software and teachers on learning passive structures by Iranian EFL learners. Theory and Practice in Language Studies, 6(9), 1884-1894.
Ranalli, J. (2018). Automated written corrective feedback: How well can students make use of it? Computer Assisted Language Learning, 31(7), 653-674.
Saddler, B., Moran, S., Graham, S., & Harris, K. R. (2004). Preventing writing difficulties: The effects of planning strategy instruction on the writing performance of struggling writers. Exceptionality, 12(1), 3-17.
Sheen, Y. (2010a). The role of oral and written corrective feedback and language aptitude on ESL learners' acquisition of articles. TESOL Quarterly 41, 255-83
Stevenson, M., & Phakiti, A. (2014). The effects of computer-generated feedback on the quality of writing. Assessing Writing, 19(3), 51-65.
Stevenson, M., & Phakiti, A. (2019). Automated feedback and second language writing. In K. Hyland, & F. Hyland (Eds.). Feedback in second language writing. Contexts and issues (pp. 125-142). (2nd ed.). New York, NY, Cambridge University Press.
Tuzi, F. (2004). The impact of e-feedback on the revisions of L2 writers in an academic writing course. Computers and composition, 21(2), 217-235.
Wang, Y. J., Shang, H. F., & Briody, P. (2013). Exploring the impact of using automated writing evaluation in English as a foreign language university students' writing. Computer Assisted Language Learning, 26(3), 234-257.
Wang, S. & Li, R. (2020). An empirical study on the impact of an automated writing assessment on Chinese college students’ English writing proficiency. International Journal of Language and Linguistics, 7(5), 218-229.
Warschauer, M., & Ware, P. (2006). Automated writing evaluation: Defining the classroom research agenda. Language teaching research, 10(2), 157-180.
Weigle, S. C. (2002). Assessing writing. Cambridge University Press.
Woodworth, J., & Barkaoui, K. (2020). Perspectives on Using Automated Writing Evaluation Systems to Provide Written Corrective Feedback in the ESL Classroom. TESL Canada Journal, 37(2), 234-247.
