Stop! Grammar time: University students' perceptions of the automated feedback program Grammarly.
Saved in:
| Title: | Stop! Grammar time: University students' perceptions of the automated feedback program Grammarly. |
|---|---|
| Authors: | O'Neill, Ruth1 r.oneill@cqu.edu.au, Russell, Alex M. T.2 |
| Source: | Australasian Journal of Educational Technology. 2019, Vol. 35 Issue 1, p42-56. 15p. 2 Diagrams, 1 Chart. |
| Subject Terms: | *Psychological feedback, *Academic achievement, *Educational technology, *Teaching methods, *Student engagement, Grammar checkers (Computer software) |
| Abstract: | Universities are increasingly looking towards online technology to assist their students. Grammarly advertises itself as the world's most accurate online grammar checker, yet little research exists on its performance as a feedback tool in universities. This paper reports on a study investigating students' perceptions of Grammarly when used in conjunction with advice from an academic learning advisor. Using a mixed methods sequential explanatory design, the study compared one group of students' responses to the feedback they received from Grammarly (n = 54) with another group's responses to the traditional non-automated grammar feedback they received from the Academic Learning Centre at CQUniversity (n = 42). Results show that students receiving feedback from Grammarly responded more positively to 9 of the 15 survey items and were significantly more satisfied with the grammar advice that they received compared with non-Grammarly students. No significant differences were registered between cohorts or delivery mode, which suggests that Grammarly can be used effectively by academic learning advisors to provide grammar support for both international and domestic students, online and on campus. It is recommended, however, that the program be used in conjunction with academic learning advisor input as the program is currently not accurate enough for independent use to be justified. [ABSTRACT FROM AUTHOR] |
| Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 135502769 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Stop! Grammar time: University students' perceptions of the automated feedback program Grammarly. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22O'Neill%2C+Ruth%22">O'Neill, Ruth</searchLink><relatesTo>1</relatesTo><i> r.oneill@cqu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Russell%2C+Alex+M%2E+T%2E%22">Russell, Alex M. T.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2019, Vol. 35 Issue 1, p42-56. 15p. 2 Diagrams, 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar+checkers+%28Computer+software%29%22">Grammar checkers (Computer software)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Universities are increasingly looking towards online technology to assist their students. Grammarly advertises itself as the world's most accurate online grammar checker, yet little research exists on its performance as a feedback tool in universities. This paper reports on a study investigating students' perceptions of Grammarly when used in conjunction with advice from an academic learning advisor. Using a mixed methods sequential explanatory design, the study compared one group of students' responses to the feedback they received from Grammarly (n = 54) with another group's responses to the traditional non-automated grammar feedback they received from the Academic Learning Centre at CQUniversity (n = 42). Results show that students receiving feedback from Grammarly responded more positively to 9 of the 15 survey items and were significantly more satisfied with the grammar advice that they received compared with non-Grammarly students. No significant differences were registered between cohorts or delivery mode, which suggests that Grammarly can be used effectively by academic learning advisors to provide grammar support for both international and domestic students, online and on campus. It is recommended, however, that the program be used in conjunction with academic learning advisor input as the program is currently not accurate enough for independent use to be justified. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=135502769 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14742/ajet.3795 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 42 Subjects: – SubjectFull: Psychological feedback Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Educational technology Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Grammar checkers (Computer software) Type: general Titles: – TitleFull: Stop! Grammar time: University students' perceptions of the automated feedback program Grammarly. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: O'Neill, Ruth – PersonEntity: Name: NameFull: Russell, Alex M. T. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 14493098 Numbering: – Type: volume Value: 35 – Type: issue Value: 1 Titles: – TitleFull: Australasian Journal of Educational Technology Type: main |
| ResultId | 1 |
