Corrective Feedback of Grammarly in Enhancing L2 Writing by EFL Kurdish Students

Abstract

Background: Writing is the most difficult skill due to its complex communication mechanism. However, only a few studies have addressed the effect of technology on improving the writing skill. Purpose: This study aims to analyze the types of errors in second-language writing committed by second-grade students before and after using Grammarly. Methodology: This study used a qualitative approach employing three sources of data collection: 20 descriptive written essays before using Grammarly, 20 descriptive written essays after using Grammarly, and individual face-to-face interviews with 6 participants. Findings: The results of the study indicate that errors committed without using Grammarly were 706 errors, namely omission (264), spelling (179), misformation (137), addition (118), and misordering (8). In contrast, the analysis of the written essays after using Grammarly application showed a great reduction in the errors of students, including omission (178), spelling (0), misformation (87), addition (27), and misordering (3). In other words, the free version of Grammarly has helped the students reduce their spelling, synonyms, vocabulary, articles, connecting ideas, location of the errors, and limited punctuation. Research implications: Though most of the students affirmed that Grammarly is useful in the education process, particularly in EFL writing skills, other students stated that Grammarly can be used only by those whose level in English is good or intermediate. Pedagogically, the current study's findings could contribute to EFL students' writing progress, and the instructors could direct the learners to obtain the maximum benefits from such applications and avoid the possible challenges arising.