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Cited by 74EFL/ESL Teaching and LearningEnglish Language Learning and TeachingSecond Language Acquisition and Learning

Exploring EFL Students' Writing Performance and Their Acceptance of AI-based Automated Writing Feedback

Chang, Tsung-Shu, Li, Yitong, Huang, Hui-Wen, Whitfield, Beth·2021·2021 2nd International Conference on Education Development and Studies
DOI 10.1145/3459043.3459065
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Abstract

This study examined the EFL writing performance of using AI-based writing feedback called Grammarly and students’ acceptance of this new technology. Fifty-three EFL students from two convenience sample classes in China participated in this quasi-experimental design study. They were randomly assigned to the experimental and control groups. The students in the experimental group (EG) applied Grammarly to edit and revise their essays, while those in the control group (CG) received traditional instruction without Grammarly intervention. A total of five essays were implemented during the 16-week intervention period. EG students' perceptions of Grammarly via a survey were additionally collected by the researchers at the end of the intervention. Results from an independent t-test showed that students in the EG significantly outperformed those in the CG in respect of posttest writing performance. The effect size value of the Cohen's d = 0.603, indicating a medium effect. Results from a survey with open-ended questions showed that students appreciated the AI-based instant grammar correction given by Grammarly. The disadvantages of Grammarly and future teaching strategies in EFL writing classrooms are provided.

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  • In the General context, systems commonly provided suggestions for revisions which could be integrated directly into the writing area, aiding efficiency and idea exploration in the text.

    “Systems commonly provided suggestions for revisions which could be integrated directly into the writing area [14,18,75], aiding efficiency and idea exploration in the text.”

    From Co-Writing with AI, on Human Terms: Aligning Research with User Demands Across the Writing Process (2025) · cites this paper as [18]

  • Some systems present suggestions directly in the user's workspace, creating a more integrated experience but potentially blurring boundaries between user and AI contributions.

    “Some systems present suggestions directly in the user's workspace [8,14,18], creating a more integrated experience but potentially blurring boundaries between user and AI contributions.”

    From Co-Writing with AI, on Human Terms: Aligning Research with User Demands Across the Writing Process (2025) · cites this paper as [18]

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Authors
Chang, T.-S., Li, Y., Huang, H.-W., & Whitfield, B.
Affiliations
  • Independent researcher, China
  • Fujian University of Technology (CN)
  • University of Idaho (US)
ORCID
Venue
2021 2nd International Conference on Education Development and Studies
Publisher
ACM
Published
2021-03-09
Pages
31-35
DOI
10.1145/3459043.3459065
OpenAlex
W3195589482
Cited by
74
References
13
Citations by year
2026: 12 · 2025: 24 · 2024: 27 · 2023: 8 · 2022: 3
FWCI
85.79
Type
conference paper
Language
en
Open access
closed
Licence
www.acm.org/publications/policies/copyright_policy#Background (vor)
Locations
International Conference on Education Development and Studies (ICEDS) (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Keywords
EFL writing, automated writing feedback, Grammarly, student acceptance of technology, writing performance, essay revision, immediate feedback, EFL writing instruction

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