Document Type : Research Paper
Authors
1 Assistant Professor of English Department, Shahid Rajaee Teacher Training University Tehran Iran
2 Associated Professor of Shahid Rajaee Teacher Training University
3 MA in TEFL, Shahid Rajaee Teacher Training University
Abstract
In response to the persistent challenges of writing education and the evolving needs of digital-native learners, there is a growing demand for innovative approaches. The rapid advancement of technology has led to the widespread popularity of corrective automatic feedback tools such as Grammarly. This study aimed to examine the effectiveness of integrating the free version of Grammarly into the writing-learning process for EFL learners. Employing a quantitative approach, 33 EFL academic students majoring in TEFL at Shahid Rajaee Teacher Training University were randomly allocated to a single group. Through the application of one-way Repeated Measures MANOVA across six writing tasks, the findings demonstrated a consistent utilization of Grammarly as an automatic corrective feedback tool at six different time points, significantly enhancing writing performance. To pinpoint the specific factors contributing to this advancement, an RM-MANOVA was performed on four distinct writing component mistakes made by participants: grammatical errors, spelling inaccuracies, punctuation lapses, and issues related to clarity. The investigation revealed that grammatical errors exhibited progress, while other components remained unchanged. The outcomes of this study offer contributions to the field of ELT, particularly policy makers to reconsider the existing EFL curriculum.
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