Innovative Use of Grammarly Feedback for Improving EFL Learners’ Speaking: Learners’ Perceptions and Transformative Engagement Experiences in Focus

• In Event: TIL- Artificial Intelligence in Higher Education

Short Description

This mixed-methods design was aimed at investigating the innovative use of Grammarly for improving EFL learners’ speaking. We explored learners’ perceptions of the efficacy of Grammarly for enhancing speaking and how learners related Grammarly feedback to their everyday life. The results showed that Grammarly feedback significantly improved learners’ speaking. We found that learners held positive views toward Grammarly. We also found traces of motivated use, expansion of perception, and experiential value related to Grammarly feedback reflected in everyday lives.

Authors

• Contributor: Golnoush Haddadian, Georgia State University

• Contributor: Nooshin Haddadian, Azad University, Central Tehran Branch