(Skkn 2023) the effects of applying the grammarly app on efl learners’ grammar accuracy in writing skill

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING TEACHING EXPERIENCE THE EFFECTS OF APPLYING THE GRAMMARLY APP ON EFL LEARNERS’ GRAMMAR ACCURACY IN WRITING SKILL FIELD: FOREIGN LANGUAGE SUBJECT: ENGLISH SCHOOL YEAR: 2022-2023 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING NAM DAN I HIGH SCHOOL TEACHING EXPERIENCE THE EFFECTS OF APPLYING THE GRAMMARLY APP ON EFL LEARNERS’ GRAMMAR ACCURACY IN WRITING SKILL FIELD: FOREIGN LANGUAGE SUBJECT: ENGLISH YEAR OF EXPERIMENT: 2022-2023 AUTHOR: LÊ THỊ CẨM LINH PHONE NUMBER: 0397176074 SCHOOL YEAR: 2022 - 2023 TABLE OF CONTENT PART I INTRODUCTION 1.1 Rationale 1.2 The objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 The organization of the paper PART II CONTENT 2.1 Literature review 2.1.1 Key concepts and relevant 2.1.2 EFL grammar learning 2.1.3 English writing accuracy 2.1.4 Errors in writing 2.1.5 The impacts of the Grammarly app on learning to write 2.2 Research settings and participants 2.2.1 Research settings 2.2.2 Participants 5 2.2.3 Syllabus 2.2.4 Steps of using Grammarly for instruction by teachers 2.2.5 Some of topics applied in the process of teaching at high school 2.3 Findings and discussion 15 2.3.1 Survey method and evaluation for the necessity and feasibility 2.3.2 The result of pre-test and post-test 15 17 PART III CONCLUSIONS AND RECOMMENDATIONS 21 3.1 Summary of the key findings 21 3.2 Limitations 22 3.3 Recommendations for future research 22 REFERENCES 23 APPENDIX 25 PART I INTRODUCTION 1.1 Rationale In the ever-changing world, English language has been taken into consideration as a key for integration and development According to Ha, 2007 states that an increasing number of Vietnamese students are likely to be complained about their English skills owing to their deficient English competence In addition, they have been criticized for their English ability in their workplaces as well as in social circumstances (Ha, 2007) This issue is because many educational systems have not emphasized on teaching and learning methods and have not generated an English practicing environment, and apparently, this problem should be made the improvement (Pham, 2005) Therefore, it is vitally crucial to take an overview of teaching methods that are commonly and effectively applied in EFL classrooms for the sake of advancing students’ English proficiency For the last few years, CLT has been regarded remarkably as an innovative teaching approach This approach has been applied popularly in almost every English language classroom worldwide, as is stated by Kumaravadivelu (1993) “CLT which started in the early 1970s has become the driving force that shapes the planning, implementation, and evaluation of English language teaching programs (ELT) in most parts of the world” which mentioned the influential power of CLT in language teaching CLT has been known as an appropriate approach to learning a foreign language, especially, in the ever-changing world and integration A range of different kinds of functions have been established efficiently through CLT in the process of teaching a second language Spada (2007) explores that the combination of formal and functional aspects of language is characterized by Communicative Language Teaching (CLT) CLT includes a range of complete principles which should be strictly complied with to improve learner competence For the sake of improving and developing students’ communicative ability, applying CLT has to follow learning sequences (Harmer, 2001) Mastering the academic writing is a compulsory requirement that students seem not to have ability to master, even, they have to take a long-term to master it (Karyuatry, 2018) Moreover, writing is expressed to be a tough and complex process (Levy, 1995) Unfortunately, a lot of teachers in EFL classrooms have not generated a writing environment where students can be self-motivated and learnercentered There is a fact that students learn the writing skills at schools following to a copying the model of writing rather than eliciting their own ideas creatively (Sokoholic, 2003) Thus, students could be completely better through applying technology in learning the writing as well as revising grammar in writing (Hui and Yinjuan, 2011) Based on the real life, checking grammar mistakes in students’ writing performance is vitally necessary as this can improve students’ writing skill better However, teacher seems not to have enough time and likelihood to verify completely This requires to have an online application to help teacher in checking grammar for writing The Grammarly app is an online website that can be used with a view to scanning grammar mistakes (Karyuatry, 2018) In this study, the Grammarly app was taken advantages of as a tool in order to generate the effects as well as practices in writing skill 1.2 The objectives of the study In this paper, the author aims to explore the students’ perceptions of the Grammarly app and the impacts of the Grammarly app on students’ grammar accuracy for essays writing in EFL classes 1.3 Research questions The study concerned with the Grammarly app and the effects of the Grammarly app to improve students’ writing skills in EFL classes To explore the effects, the author determined two questions to follow the process of research Question What are the students’ perceptions of The Grammarly app on EFL learners’ grammar accuracy in writing? Question To what extent can the Grammarly app affect students’ essay writing? 1.4 Scope of the study Even though there are numerous ways to improve writing skills for students, this thesis only focuses on whether the Grammarly app can help students in developing their writing ideas and to what extent they can positively impact their essay writing for students Therefore, this study is going to answer both of problems from research questions 1.5 The organization of the paper The paper consists of three parts: PART 1: INTRODUCTION - includes rationale, the objectives of the study, research questions, the scope of the study, and the organization of the paper PART 2: CONTENT – includes literature review, findings, and discussion PART 3: CONCLUSION - presents the conclusion of what has been found and discussed, suggesting the implications This chapter also provides the limitation of the research as well as the recommendations for further studies PART II CONTENT This chapter reviews background theories related to the issue including key concepts and relevant knowledge Several related studies in a similar field are also brought to discussion 2.1 Literature review Grammarly application is regarded as a useful tool to apply for grammar accuracy in writing that is used commonly in EFL classrooms by teachers As of late, an examination into the utilization of Grammarly application in English composing guidance has arisen as a bountiful wellspring of data Nonetheless, it appears to be that concentration in Vietnamese settings has been uncommon 2.1.1 Key concepts and relevant According to Lienemann, Graham, Janssen & Reid (2006), we can develop writing skills by connecting reading and writing instruction By reading, students can interact with texts and learn writing conventions when a rich discussion is created from the reading Kucer (1987; cited in xiao, 2008) claimed that there are four processing universals that both readers and writers share: they use their prior knowledge to construct text meaning; share similar acts of schema activation and evaluation; have a unified understanding of how written language operates, and possess common processing behavior patterns when generating meaning from texts Chen (2002) reported from his study that numerous problems incline to encounter EFL learners in composition, namely (1) word usage and English expressions, (2) their deficiency in cultural knowledge, (3) grammatical errors, and (4) patterns of organization Hyland (2009) added that various factors contribute to teaching and learning EFL writing: linguistic, cultural, and social backgrounds Thus, there is a strong demand for EFL teachers to design flexible, meaningful, manageable writing lessons EFL writing teachers must provide meaningful topics, motivate peer feedback, and incorporate collaborative work 2.1.2 EFL grammar learning According to DeCarrico and Larsen-Freeman (2010), there are three dimensions of a grammar form: meaning and use (see Figure 2.1) As seen in Figure 2.1, there exists an interconnection among three dimensions: form (the formulation of a structure), meaning (the meanings of a structure), and use (the purposes or functions of a structure) For most English language learners, grammar can be a tricky subject, and some students tend to use different types of strategies to learn grammar Using learning strategies is very useful because they help the learning process be more controlled, enjoyable, and effective for learners By understanding and realizing this, active approaches and learning methods have been recognized to make grammar teaching and learning more effective, fruitful, and collaborative in the classroom (Pudin, 2017) Figure 2.1 Interconnected Dimensions of Grammar learning (DeCarrico and Larsen-Freeman, 2010) 2.1.3 English writing accuracy Accuracy and coherence produce a qualified text; it is easy to understand by readers (Fareed, Ashraf, & Bilal, 2016) It is the consequential construction into a sentence, bounded by two sentences or a paragraph, which contributes to efficient message transmission Even when there is no agreement among authors about the elements of writing, they consider that coherence, cohesion, and accuracy the main ones Jacobs (1977) describes coherence as the connection between words and text Foreign or second-language students lack coherence when they cover many ideas in a text and not concentrate on a single main idea (Faradhibah and Nur, 2017) Cohesion refers to the addition of logical connections between concepts, words, and sentences using different instruments such as grammatical structure, capitalization, punctuation, and preposition 2.1.4 Errors in writing