Exploring an Automated Feedback Program ‘Grammarly’ and Teacher Corrective Feedback in EFL Writing Assessment: Modern vs. Traditional Assessment

Abstract

This study aimed at (1) exploring the teachers and students’ perceptions and attitudes toward the implementation of ‘Grammarly’ and teacher corrective feedback, (2) uncovering the strengths and weaknesses of the use of ‘Grammarly’ and teacher corrective feedback in EFL writing class. This study employs a case study design. The findings of this study show the positive perceptions and attitudes of teachers and students on the implementation of both ‘Grammarly’ and teacher corrective feedback. ‘Grammarly’ is better in reducing errors in terms of vocabulary usages (diction), language use (grammar), and mechanics of writing (spelling and punctuation). However, it is less effective to improve the content and organization of students’ EFL writing. On the contrary, teacher corrective feedback is better in terms of improving the content, organization, and mechanics of writing, but it is less effective in terms of language use and diction.