LEARNER’S ENGAGEMENT WITH GRAMMARLY: EFL STUDENTS ACROSS DIFFERENT LOW PROFICIENCY LEVELS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Magister Pendidikan
Josephine Ilona Januardi (007) 962022007
MASTER’S PROGRAM IN ENGLISH LANGUAGE EDUCATION FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA SALATIGA
2024
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person where due reference is made in the text.
Copyright@ 2024. Josephine Ilona Januardi.
All right reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the Master’s in English Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
Josephine Ilona Januardi
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ACKNOWLEDGEMENT
As the writer of this thesis, I, Josephine Ilona Januardi would like to express my gratitude to Jesus Christ for His blessing and guidance during the process of my study including this thesis completion. I would also like to express my gratitude to those who helped and encouraged me in completing this thesis, among others:
1. Elisabet Titik M, Ph.D., my thesis advisor, for guiding and giving advice, support, help, time, and inspiration to me in the process of completing this thesis 2. Krismiyati, Ph.D., my thesis examiners, for the advice and suggestions during
the thesis presentation.
3. Dr. Debora Tri Ragawanti, MA-ELT and all the lecturers of Magister Pendidikan Bahasa Inggris, Satya Wacana Christian University who have given help, time, attention, and support during my study and thesis.
4. My beloved parents, older brother, and families who have supported and prayed for me to be able to finish this study.
5. My very best friends Reginda, Vivi, Elisabet, and Dhea for supporting me in any situation.
6. My online best friends Fachri, Nina, Akmal, Putri, Niken and other online mates that could not be mentioned who supported and understood my struggles.
7. Daniel, Sandi, Jose, Irma, Meta, Gwen, and Lia who encouraged me during my college life in MPBI.
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TABLE OF CONTENTS
APPROVAL PAGE i
COPYRIGHT STATEMENT ii
ACKNOWLEDGEMENT iii
TABLE OF CONTENTS iv
LIST OF TABLES v
ABSTRACT vi
THE PUBLISHABLE PAPER vii
Introduction 1
Literature Review 3
Method 8
Findings and Discussions 12
Conclusions 38
v 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 high- lower 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.
Keywords, AWE, AWCF, Grammarly, High-lower proficient student, Mid-lower proficient, Low-lower proficient, EFL Student Writing, Engagement
LIST OF TABLES (if any)
Table 3.1 Participants of the study 9 Table 4.1 Grammarly’s feedback on students’ first draft 12
Table 4.2 Students’ revision 13
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THE PUBLISHABLE PAPER
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