A Quantitative Study of the Impact of Grammarly® Feedback on L۲ Writing and IELTS Skills of Iranian EFL Learners

Publish Year: 1402
نوع سند: مقاله کنفرانسی
زبان: English
View: 95

This Paper With 15 Page And PDF Format Ready To Download

  • Certificate
  • من نویسنده این مقاله هستم

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این Paper:

شناسه ملی سند علمی:


تاریخ نمایه سازی: 2 آبان 1402


This study was designed to highlight the potential effects of computer-based feedback through Grammarly® on the L۲ writing skills. To this end, ۴۰ lower-intermediate and ۴۰ upper-intermediate were selected through a standard version of OQPT as the homogeneity test. These participants represented two sub-groups namely, the 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 ۱۵۰-۱۹۰ words during the treatment using the Grammarly® software. However, in TCG, the teacher himself provided feedback and assessed the students’ learning. To observe the differences between groups two sets of Two-way analysis of covariance (Two-way ANCOVA) and a multivariate analysis of covariance (MANCOVA) were used. The findings of the present investigation revealed that Grammarly® software had a significant and positive effect on both upper and lower intermediate level learners’ writing. In addition, Grammarly® software had a positive and significant effect on the EFL learners’ IELTS skills such as task response, cohesion and coherence, grammatical accuracy, and lexical resource.


Mohsen Ashrafganjoe

Department of English Language, Technical and Vocational University, Tehran, Iran