Educafl 2022. Vol 5 No 1
Doi: https://doi.org/10.21776/ub.educafl.2022.005.01.02
Learner's perceived benefits in employing proofreader as a vehicle for developing his english writing competency
Achmad Kholili
Universitas Islam Zainul Hasan Genggong [email protected]
Indonesia Ahmad Fauzi
Universitas Islam Zainul Hasan Genggong [email protected]
Indonesia
Article Info ABSTRACT
Article history:
Received : November 30, 2021 Revised : January 3, 2022 Accepted : January 11, 2022
Anchored by narrative lens, the current study attempts to delve into EFL learner's exposure to utilizing Proofreader as a tool for improving English writing competency. One Indonesian EFL learner from a private University shared his experiences of the power of using Proofreader for accomplishing his tasks and for improving his writing proficiency. Written reflection and semi- structured interviews were held by the researchers with the research participant. The results indicated that the EFL learner felt way more improved in their writing after using the application for learning English writing. He perceived that the Proofreader application has helped him elevate their writing proficiency in terms of enriching vocabulary for writing, translating English tasks, including correcting errors in sentences, finding out contextual synonym, as well as improving readability and style.
Keywords:
EFL Learners, Proofreader, Perceived Benefits
Corresponding Author:
Achmad Kholili
Universitas Islam Zainul Hasan Genggong [email protected]
Indonesia
1. INTRODUCTION
Writing English effectively is one of the main goals for EFL learners. This skill is highly demanding as well as challenging, even the second language (L2) writers have oftentimes grappled with a number of errors in writing, such as issues in coherence, format, grammar, and word order (Smith, 2018). It can be implied that writing practice takes a tremendous effort.
Some EFL learners often have confusion in writing English, especially they have no adequate vocabulary to reveal (Kholili & Ferdiyanto, 2020), they are afraid of criticism, and do not have a will to entangle with emotions when dealing with the topics (Levin & Korat, 1993). Other factors affecting students’ success in writing is the students to motivation to write and their previous experiences in writing (Leki (2000, p.199) in Phuket & Othman (2015). Therefore it can be summarized that writing has considerable factors that need to be actively involved by the writers.
Proofreading is one of the activities in writing which is carried out to investigate errors in writing. This activity is considered essential since learners often committed errors in writing (Chang et al., 2009). The students who do this kind of activity might involve self-editing, self- correction, or self-revision in writing. Proofreading can be regarded as a vital part of writing since the writing process involves not only putting words or letters on paper but also requires generating and selecting ideas, building the text, as well as reflecting and evaluating in the course of the process (Chang et al., 2009).
Studies on proofreading in language learning have been undertaken by a number of researchers to date, for example, Cahyaningsih (2011). She investigated the effect of proofreading techniques on students writing ability. In this regard, she employed experimental research which consisted of pretest, treatment and posttest. 64 students at SMAN 13 Pekanbaru were selected as the sample of this study. The results showed that there is a significant difference in student’s ability in writing a narrative paragraph treated by proofreading technique and conventional technique. The use of proofreading techniques, in this case, influenced the students’ ability in writing narrative paragraphs at the eleventh grade of SMAN 13 pekanbaru.
The second study on proofreading activities has also been conducted by Chang et al., (2009).
This study was conducted in order to find out if the learners can proofread their and others’ writing and what can be learned from such a practice. 121second graders were recruited to be the sample in this study. In this regard, the researcher employed self-peer proofreading activities in order to foster students’ awareness of errors made in their writing. The results indicated that these young writers are able to self and peer proofread their and others’ written work. Moreover, the learners also had positive views on the proofreading activities; they showed awareness of writing mechanics; they used the ‘spelling line’ strategy to express ideas; they express their peer works based on their interpretation. The results of this study suggested that the implementation of proofreading in young EFL writing classes be prominent.
The next study was conducted by Smith (2018). He employed a survey to investigate the learners’ attitudes on proofreading activities. The learners were those who completed a one-on-one academic writing course in English at a university writing course in Japan. The learners were divided into a survey and a control group. The survey group received personalized guidance on checking their writing for mistakes, while the control group received no such feedback or guidance.
The results revealed that learners in the survey group checked their writing for mistakes with greater frequency and more satisfied with the instructor’s advice rather than the control group.
Although these previous studies on proofreading have been well-documented, a study on proofreading, especially using proofreading app, however, is still in its infancy. Proofreading, as has been well- stated by (Johnson, 1967), is often neglected in writing. Therefore, the current study attempted to investigate the learners’ attitudes towards the use of proofreading app. The difference is that the current study focused on technology-enhanced language learning (TELL), that is, the use of proofreading app for enhancing the quality of writing products. This is carried out since proofreading is perceived as majestic in the writing process. Hopefully, the findings of this study will have a significant contribution to the EFL settings.
Proofreading is a key part of writing
Proofreading becomes an important part of writing (Johnson, 1967). It is important the teacher not only has the students plan, write, and revise until the proofreading stage is conducted.
Proofreading is the effective stage that can be utilized by students when they are in their writing process. Golda (2015) states that writing is indeed a hard skill to acquire. Numerous errors in writing can be regarded as a failure to proofread properly. The learners who learn to write will acquire a long-term process in order to be proficient writers, one of which is that they will have to involve actively in the proofreading stage which is of value in order to enrich the quality of their writing product (Pilotti et al., 2012).
The use of Proofreading app in language learning process
Proofreader, as the name suggests, is one of the mobile applications used to check any errors in writing, including grammar, spelling, and punctuation checker (playstore.com). In addition to
that, this application has also offered facilitation in terms of dictionaries, language preferences, and translators (www.playstore.com). This application is developed by Pablo J. Serrano Fernande. This has also been updated into the new version 2.6.6 which has a size of 22 MB. The current version contains IOS 15 optimization, increasing the character limit in the corrector to 8000, New AI- powered checks for grammar, spelling, and style, Performance and stability improvements based on your valuable feedback. It is quite flexible to use anytime the user wants to. This application is appropriate for those who are eager to learn English online, especially in improving writing English competency. The following is the main view of the application.
Picture 1. Display of Proofreader
Adapted from https://apps.apple.com/us/app/proofreader-grammar-checker/id1494119626
2. METHODS
Drawing upon the narrative Inquiry, the existing study attempted to grasp the experiences of an individual who has ever exploited Proofreader application for learning English writing.
Narrative Inquiry was adopted since it focuses on individual's experiences (Mills & Gay, 2016, p.
369). This research allowed the research participant to tell the story' of their "storied lives" (Mills
& Gay, 2016).
a. Research participant
The feasibility for inclusion was taken by the researcher. In this case, the researcher only took the research participants who signed and gave back the research consent in which they are categorized as those who have ever been using the Proofreader app or those are still using the Proofreader app for language learning. Therefore, there was a student in this regard who is willing and included as the research participant: Rendy (Pseudonym). Rendy is a male student who is majoring in English Education at Universitas Islam Zainul Hasan Genggong. He has used the Proofreader app for improving his English Writing competency so far. Thus, he shared his learning experience in this regard.
b. Data collection
In order to have student's record on the experience of utilizing Proofreader as a vehicle for learning English writing, the researcher made use of written reflection, named as (WR) and semi- structured interview, labelled as (SI). The researcher, in this regard, allowed the participants to tell
his experiences of using Proofreader for learning English writing. It includes his experiences, for example, of translating English sentence or Paragraph, searching for synonym or other sorts of experience of using Proofreader. The learner shared his learning experience in the written reflection. Apart from that, he was also asked to share his learning experience in the interview session. In this case, the interview lasted between 30-40 minutes and the researcher intended to minimize his personal reaction to the participant while conducting the semi-structured interview so as to keep away from his influence on the stories he told. The researcher made use of a tape- recorder by agreement with the research participant in order not to miss the participant's stories.
c. Data analysis
In analyzing the data, the researcher employs a thematic analysis. The process of thematic analysis includes familiarizing with data that is, reading the data again and again critically. This is subsequently continued with generating initial codes, and seeking themes. In this seeking themes phase, it incorporates sorting and collating all the potentially relevant coded data extracts into themes (Braun & Clarke, 2006). After finding the themes, the researcher then reviews the themes.
During this stage, the researcher reviews the coded data extracts for each theme to consider whether they emerge to establish a reasonable tone (Nowell et al., 2017). The validity of individual themes will be regarded to determine whether the themes accurately reflect the meanings evident in the data set as a whole (Braun & Clarke, 2006). Next, the researcher conducts defining and naming themes, and then continues with making the final report.
3. RESULTS / FINDINGS
Within this section, the researcher uncovers the learner’s experiences of using proofreading in learning writing. The researcher found that the learner has enjoyed several benefits after using proofreading in learning English writing. It includes proofreading can be a tool for elevating their English writing competency, proofreading makes the user more friendly in finding out the contextual synonym, and proofreading can improve the readability and styles of the use.
Table 1. Themes of learner’s experiences of using proofreader tool Elevating their English
writing competency
Facilities for finding the contextual synonyms
Improving the readability and styles Learner’s satisfaction with the
Proofreader tool
Proofreader makes the user more easily in finding out the contextual synonym
User feels far easier to understand the text he writes after using proofreader
Offering recent features making the user far more interested to use
Easy to remember and best apply to the context of writing
A number of writing styles are offered, including word choice (collocation), tone, and syntax Based on the analysis of the written reflection (WR) and semi-structured interview, three themes representing learner’s experience of using proofreading were found:
1. Elevating their English writing competency 1.1 Learner’s satisfaction with the proofreading tool
The learner often finds difficulties in writing their English project, particularly concerned with grammar and the appropriate vocabulary to use in their writing. Therefore, they afterwards find Proofreader very beneficial; they enjoy using that since it can assist him write better in English. See the following vignettes:
As a student, I often find it difficult to finish my writing project and need personalized feedback. Therefore, I afterwards utilize proofreader application for improving my writing. I find it useful and help me better in writing (WR).
I could see my writing results that there were many errors I did with regard to vocabulary and grammar. Fortunately, with the Proofreader application, I could revise my writing (SI).
1.2 Offering recent features making the user far more interested to use
Furthermore, the learner subsequently feels far more interested to use Proofreader since it provides several features, which makes him more facilitated. For instance, advanced grammar check and vocabulary enhancement suggestions.
Proofreader has indeed given me with ease. It has offered new features that can facilitate me in writing English. I can check not only spelling but also grammar since there is advanced English grammar feature there (WR).
… I can revise my writing based on the vocabulary suggested by the proofreading app. For instance, the word “very motivated” can be replaced by several word adverb choices like “highly or extremely”, and then it becomes “highly motivated (FGD).
2. Facilities for finding the contextual Synonyms
2.1 Proofreader makes the user more easily in finding out the contextual synonym
The learner often employs the same words in a paragraph which makes him bored and plagiarized at one time. He expresses that using the Proofreader application has simplified him in uncovering the suitable synonyms for better writing.
After using Proofreader application, I feel far better in writing; I can find a lot of contextual synonyms. To be honest, I often employ the same words in the same sentences. Proofreader application is very good I think (WR).
I do not want to do plagiarism. Sometimes, when I check my writing using plagiarism tools, I find several sentences plagiarized. Therefore, Proofreader has helped me in finding more synonyms to avoid such issue (SI).
2.2 Easy to remember and best apply to the context of writing
The learner is also able to learn and recall a great number of vocabulary, in which they can use it in their writing at a later time. He can easily find the synonyms at any time. With the use of Proofreader application, I can study a lot of appropriate synonyms which are very valuable for my writing (WR).
3. Improving the readability and styles
3.1 User feels far easier to understand the text he writes after using proofreading
After using the Proofreader tools for about three months, the user feels that he can understand his writing far easier than ever. In other words, the user has practiced writing English but he often find it difficult to understand when he read his writing results. Thus, employing Proofreader application has improved the readability of his written text.
I often write English incorrectly because I feel that English grammar and using appropriate vocabulary is quite difficult. Since using Proofreader application, I find a lot of easy things, particularly, the readability of the text (WR).
3.2 A number of writing styles are offered, including word choice (collocation), tone, and syntax
Assisted by Proofreader application, the user finds it much easier to find the collocation and styles of writing offered in the application.
Indeed, the application is quite complete. It has provided me with a number of words used together which sounds natural or called as collocation. It is important for me since I am still newbie in writing English. In addition to that, I can also know the styles of writing used in English (WR).
I feel that it is important to consider using collocation in writing English. In so doing, we will know the appropriate pair of the words (SI).
4. DISCUSSION
Drawing on the narrative looks, this study has addressed the problems of what the learner’s experiences of using Proofreader application for developing his writing competency. The findings indicated that the learner encountered three major learning exposures using this app: elevating English writing competency, facilities for finding the contextual synonyms as well as improving readability and styles. The current study has showcased new insight into the field of mobile- assisted language learning (MALL). The findings of this study have demonstrated distinction from the previous studies, in which the use of Proofreader application becomes one of the successful factors in the language learning process, especially in writing.
First of all, the learner gains exposure to using Proofreader application for learning writing. He feels that learning writing through Proofreader has made him indeed satisfied. The learner is able to translate it from Indonesia to English or vice versa. The learner is able to check out whether his writing has been well-translated or well-organized or not; whether his writing has been coherent and cohesive or not. It brings a new finding and a new acuity in the technology-assisted language learning (TALL) context. The result of this study has revealed that proofreading is important in writing since writing is complex and requires effective proofreading since that is a vital part of writing (Johnson, 1967).
Aside from that, the learner also perceives that Proofreader application has offered major features for the improvement of his writing. He claims that advanced grammar check and vocabulary enhancement have been some of the most significant things to utilize by him in learning good English writing. It is true that linguistic accuracy is a pivotal role in the quality of written texts (Zhou, 2009). It is true that features offered by the proofreader application include grammar, spelling, and punctuation checker for the improvement of the writing product (https://play.google.com/store/apps/details?id=prowriting.english.grammar.checker.translator&hl=
en_US&gl=US). Therefore, with this proofreading application, the learner can make the most of it.
Furthermore, mobile learning application has been indeed one of the potential factors for successful language learning because it is flexible, low-cost, and promotes friendliness for the users (Al-Wasy
& Mahdy, 2016).
Second, the learner finds it easy to search for some suitable synonyms of English, which are very beneficial to his writing development. And what’s more, the learner does not want to be plagiarized. He wants to use several fit synonyms for the sake of writing quality. This insists that the use of the Proofreader application for writing has made the user more facilitated since it offers several features for writing development. It is believed that Proofreader will be mostly used by some learners ahead. Thornton and Houser (2005) show that mobile devices can indeed be effective tools for delivering language learning materials to students. Furthermore, the use of Proofreader application has made the learner far easier to remember and able to apply in the context of writing easily.
Another benefit that is also perceived by the learner is that Proofreader has promoted the readability and styles of writing. He reveals that using Proofreader application has made him far easier in understanding his writing products. Besides, the learner feels that Proofreader has also offered styles of writing which make him easy to study and apply in the context of his writing. This implies that using mobile phone applications is of advantages in the current digital era since technology has developed rapidly. The learner must be able to make a successful adaptation to it.
This study is limited only to the use of one mobile phone application, Proofreader application.
Other research can be conducted in other settings for further results in terms of the use of mobile phone application (MALL) in the English Language Learning (ELL) context.
5. CONCLUSION
The aim of this study is to investigate and report the learner’s perceived benefits in terms of employing Proofreader for writing development. The findings have demonstrated that the learner has enjoyed three main benefits of using Proofreader for his writing development. They are as follows: elevating English writing competency, which includes learners’ satisfaction with proofreader tool and offering recent features making the user far more interested to use, facilities for finding the contextual synonyms, including Proofreader makes the user more easily in finding out the contextual synonym, easy to remember and best apply to the context of writing, and
improving the readability. The findings of this study suggest that EFL learners should not only be dependent on learning activities in class, but they should also make use of some supporting activities, one of which is Proofreader for harnessing their writing skills. The findings of this study can be a reference for other researchers who would like to conduct a study on the similar topic.
According to the result, facilities provided by the proofreader tool has become a major factor in promoting learner’s writing competency. The learner can subsequently know the errors or inappropriateness committed by him in writing. In addition, he can employ it anytime he wants.
There is no restriction in terms of the utilization of the Proofreader tool. Therefore, the learning will then be enjoyable with this practical application.
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