Implementing the Use of Google Translate with Grammarly to Enhance Thai Upper Secondary School Students' English Writing Ability
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| Title: | Implementing the Use of Google Translate with Grammarly to Enhance Thai Upper Secondary School Students' English Writing Ability |
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| Language: | English |
| Authors: | Nicha Kitbamrung, Sumalee Chinokul |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2026 19(1):141-172. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 10 High Schools |
| Descriptors: | Foreign Countries, Translation, Computer Software, Secondary School Students, English (Second Language), Second Language Instruction, Writing (Composition), Writing Skills, Grade 10, Program Effectiveness, Educational Technology, Student Attitudes |
| Geographic Terms: | Thailand |
| ISSN: | 2630-0672 2672-9431 |
| Abstract: | Correcting translation errors from Thai to English in machine translation outputs presents a significant challenge for upper secondary school students in Thailand. One way to address this challenge is to implement Google Translate with Grammarly, the AI post-editing tool, in Thai EFL writing classes. This study assesses the integration of Google Translate and Grammarly in EFL writing classes to improve writing skills conducted at a government school in Chiang Mai with 18 tenth-grade Arts-English students. The research employed the pretest-posttest design, collecting data through writing tests, questionnaires, and instructional periods. The findings indicated that students faced 11 translation errors, namely noun agreement and word choice, with punctuation being the least prevalent. After training with Google Translate and Grammarly concurrently, they showed significant improvements in writing performance, with higher post-test scores of 55.43% (p < 0.05). In addition, most participants reported positive attitudes toward the training due to its effectiveness in improving their writing skills and confidence in English. Educators gained valuable insights into implementing a translanguaging approach in student interactions when applying the instructional periods. However, the study revealed limitations such as small sample sizes and technological challenges. Further research should explore the long-term effects of AI-driven instruction on enhancing English language skills across diverse educational settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508651 |
| Database: | ERIC |
| Abstract: | Correcting translation errors from Thai to English in machine translation outputs presents a significant challenge for upper secondary school students in Thailand. One way to address this challenge is to implement Google Translate with Grammarly, the AI post-editing tool, in Thai EFL writing classes. This study assesses the integration of Google Translate and Grammarly in EFL writing classes to improve writing skills conducted at a government school in Chiang Mai with 18 tenth-grade Arts-English students. The research employed the pretest-posttest design, collecting data through writing tests, questionnaires, and instructional periods. The findings indicated that students faced 11 translation errors, namely noun agreement and word choice, with punctuation being the least prevalent. After training with Google Translate and Grammarly concurrently, they showed significant improvements in writing performance, with higher post-test scores of 55.43% (p < 0.05). In addition, most participants reported positive attitudes toward the training due to its effectiveness in improving their writing skills and confidence in English. Educators gained valuable insights into implementing a translanguaging approach in student interactions when applying the instructional periods. However, the study revealed limitations such as small sample sizes and technological challenges. Further research should explore the long-term effects of AI-driven instruction on enhancing English language skills across diverse educational settings. |
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| ISSN: | 2630-0672 2672-9431 |
