LEARNER’S ENGAGEMENT WITH GRAMMARLY: EFL STUDENTS ACROSS DIFFERENT LOW PROFICIENCY LEVELS

Abstract

Automated writing evaluation (AWE) is an artificial intelligence tool that provides natural language processing. It provides feedback for students on a text’s linguistic features such as grammar, spelling, and punctuation. Grammarly free version, easily accessible without any fee, has been selected as a subject of study as it is widely used among EFL students in the research context. This study aims to analyze the engagement with AWE through the use of the technology among EFL students across different levels of English (L2) in their essay writing. Five female second year EFL students participated using screen recording, stimulated recall protocol, and semi-structured interview. The current study demonstrates the students engaged differently across their proficiency levels. but there are no major differences between the highlower and mid-lower proficient students in their cognitive and affective engagement, while the low-lower proficient student was heavily reliant on Grammarly in the revision. Both high and mid-lower proficiency students showed their cognitive engagement by providing suitable arguments for their decision to accept, dismiss, or change the suggestions given by Grammarly.