Abstract The present study was an attempt to investigate the effects of computer-based feedback through Grammarly® on the L2 writing skills and writing attitudes of Iranian EFL learners. Forty lower intermediate and 40 upper intermediate level male and female learners with the age range of 20 to 26 studying TEFL were chosen through a standard version of OQPT as the homogeneity test. These participants represented the two experimental sub-groups namely, Grammarly® Correction Group (GCG) and the Teacher-Correction Group (TCG). To apply the treatment, the subjects in the GCG were asked to develop eight writing tasks all in 150-190 words during the treatment using the Grammarly® software. However, in TCG, the teacher himself provided feedback and assessed the students’ process of learning. Following intervention sessions, the writing posttest was run to measure the learners’ ability in L2 writing skills. Employing two sets of Two-way analysis of covariance (Two-way ANCOVA) and a multivariate analysis of covariance (MANCOVA), the learners' attitude towards Grammarly ® by proficiency levels was collected and then a thematic analysis was conducted to analyze the interview data. The findings of the present investigation revealed Grammarly® software had a positive and significant effect on improvement of the EFL learners’ writing skills. Moreover, the results showed that the participants had a positive attitude after taking the instruction based on Grammarly® software. The findings have implications for EFL classroom. پرونده مقاله

This study aimed at evaluating the impact of Grammarly® software as a new technology-based immediate corrective feedback on improving EFL learners’ writing achievements. To this end, 40 sophomore Iranian EFL students from Islamic Azad University, Kerman Branch, were selected. Before initiating the 15-session treatment, a pretest including 20 questions based on four different variables such as definite and indefinite articles, punctuations, passive voice, and correct spelling was administered. The participants were randomly divided into control and experimental groups. At the end of the treatment and based on the principles of noticing hypothesis, a posttest was administered to evaluate the impact of each intervention on the final writing skill in each group. Employing the independent samples t-test, the data analysis revealed that there was a significant relationship between the use of Grammarly® software and learners’ writing achievement in each of the four writing skills variables. The experimental group outperformed the control group. In addition, the results indicated that utilizing Grammarly® software had a positive effect on EFL learners’ attitudes. The pedagogical implications of this study are that both teachers and students should learn to employ different technology-based applications to improve language learning. پرونده مقاله