The Use of Grammarly Programs and Noticing Activities to Evaluate Students' Academic Writing Skills

Sarah Aslamiyah, Sisilia Halimi Setiawati

Abstract


This study aims to determine the effectiveness of using corrective feedback from Grammarly combined with noticing activities to evaluate students' academic writing. A quantitative method with a quasi-experimental method design was used to analyze the academic writing of fourth-semester students majoring in English Education at a private university in Sidoarjo. The results of this study are that the experimental class has a higher average value than the control class. This is in line with the significant reduction in grammatical errors in students' academic writing in the experimental class. This proves that using corrective feedback from Grammarly combined with noticing activities successfully reduces grammatical errors in students' academic writing.

Keywords


Grammarly; corrective feedback; noticing; academic writing skill

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References


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DOI: http://dx.doi.org/10.17977/um011v11i22023p68-84

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