An Exploratory Study of Grammarly in the Language Learning Context: An Analysis of Test-Based, Textbook-Based and Facebook Corpora

Autor/inn/en	Bailey, Daniel; Lee, Andrea Rakushin
Titel	An Exploratory Study of Grammarly in the Language Learning Context: An Analysis of Test-Based, Textbook-Based and Facebook Corpora
Quelle	In: TESOL International Journal, 15 (2020) 2, S.4-27 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	Grammar; Computer Assisted Instruction; Error Correction; Feedback (Response); Writing Evaluation; Computer Software; Second Language Learning; English (Second Language); Error Patterns; College Students; College Admission; College Entrance Examinations; Essay Tests; Social Media; Computer Mediated Communication; Punctuation; Vocabulary; Spelling; Form Classes (Languages); Sentence Structure; Nouns; Verbs; Connected Discourse; Syntax; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Grammatik; Computer based training; Computerunterstützter Unterricht; Korrektur; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Fehlertyp; Collegestudent; Hochschulzugang; Hochschulzulassung; Zulassung; Aufnahmeprüfung; Schriftlicher Sprachgebrauch; Soziale Medien; Computerkonferenz; Interpunktion; Wortschatz; Schreibweise; Analytischer Sprachbau; Satzbau; Satzstruktur; Ausland; Korea; Republik
Abstract	Different genres of writing entail various levels of syntactic and lexical complexity, and how this complexity influences the results of Automatic Writing Evaluation (AWE) programs like Grammarly in second language (L2) writing is unknown. This study explored the use of Grammarly in the L2 writing context by comparing error frequency, error types and writing complexity for university admission test essays, textbook-based descriptive essays, social network site (SNS) posts, and SNS comments. Several findings were revealed. Punctuation, grammar, vocabulary, and spelling mistakes were the most common error types across all corpora. In particular, determiner errors such as article usage were most frequent while differences existed across corpora related to incomplete sentences, run-on sentences, and spelling. Test-based and textbook-based compositions consisted of longer sentences with less lexical variation than SNS-based writing. SNS posts and comments produced greater noun, verb, and modifier variation. After applying Grammarly corrections, SNS posts resulted in the greatest clarity and this was attributed to shorter sentence length and simpler word-choice than textbook-based and test-based writing. Grammarly was more appropriate for local surface-level errors (e.g. articles, preposition, and verb-noun agreement) while instructors are needed for issues related to awkward wording and cohesion. Pedagogical implications in the English as a Foreign Language (EFL) context are given. (As Provided).
Anmerkungen	English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01