The effectiveness of Grammarly application and teacher feedback for undergraduate EFL students' writing skills
Abstrak
This research investigates the efficacy of Grammarly as an application and teacher feedback in enhancing the writing skills of Indonesian undergraduate EFL students. The Switching Replication Design encompasses 78 first-year students enrolled in a writing course. The study examines the impact of these feedback methods on writing, skill enhancement, and student responses. Data is gathered via pre-and post-tests and a closed-ended questionnaire and analyzed using One-Way ANCOVA and descriptive statistics in SPSS 20. Research shows that Grammarly, when combined with teacher feedback, enhances diction, language usage, and mechanics and from teacher feedback has more effect on content and organization. The initial experimental group surpasses the second, attaining a moderate N-Gain score. Students react favorably to both feedback modalities, with Grammarly commended for its automated recommendations. The research concludes that integrating Grammarly and teacher feedback significantly improves writing skills, particularly in diction, language usage, mechanics, content, and organization.
Penulis (4)
Delsa Miranty
U. Widiati
Bambang Yudi Cahyono
Tengku Intan Suzila Tengku Sharif
Akses Cepat
PDF tidak tersedia langsung
Cek di sumber asli →- Tahun Terbit
- 2025
- Bahasa
- en
- Total Sitasi
- 2×
- Sumber Database
- Semantic Scholar
- DOI
- 10.24310/ijtei.111.2025.20521
- Akses
- Open Access ✓