Sáng kiến kinh nghiệm The effects of applying the grammarly app on EFL learners’ grammar accuracy in writing skill

 NGHE AN DEPARTMENT OF EDUCATION AND TRAINING
 NAM DAN I HIGH SCHOOL
 TEACHING EXPERIENCE
THE EFFECTS OF APPLYING THE GRAMMARLY APP 
 ON EFL LEARNERS’ GRAMMAR ACCURACY IN 
 WRITING SKILL
 FIELD: FOREIGN LANGUAGE
 SUBJECT: ENGLISH
 YEAR OF EXPERIMENT: 2022-2023
 AUTHOR: LÊ THỊ CẨM LINH
 PHONE NUMBER: 0397176074
 SCHOOL YEAR: 2022 - 2023 PART I. INTRODUCTION
 1.1. Rationale
 In the ever-changing world, English language has been taken into 
consideration as a key for integration and development. According to Ha, 2007 
states that an increasing number of Vietnamese students are likely to be 
complained about their English skills owing to their deficient English competence. 
In addition, they have been criticized for their English ability in their workplaces 
as well as in social circumstances (Ha, 2007). This issue is because many 
educational systems have not emphasized on teaching and learning methods and 
have not generated an English practicing environment, and apparently, this 
problem should be made the improvement (Pham, 2005). Therefore, it is vitally 
crucial to take an overview of teaching methods that are commonly and effectively 
applied in EFL classrooms for the sake of advancing students’ English proficiency. 
 For the last few years, CLT has been regarded remarkably as an innovative 
teaching approach. This approach has been applied popularly in almost every 
English language classroom worldwide, as is stated by Kumaravadivelu (1993) 
“CLT which started in the early 1970s has become the driving force that shapes 
the planning, implementation, and evaluation of English language teaching 
programs (ELT) in most parts of the world” which mentioned the influential power 
of CLT in language teaching. CLT has been known as an appropriate approach to 
learning a foreign language, especially, in the ever-changing world and integration. 
A range of different kinds of functions have been established efficiently through 
CLT in the process of teaching a second language. Spada (2007) explores that the 
combination of formal and functional aspects of language is characterized by 
Communicative Language Teaching (CLT). CLT includes a range of complete 
principles which should be strictly complied with to improve learner competence. 
For the sake of improving and developing students’ communicative ability, 
applying CLT has to follow learning sequences (Harmer, 2001).
 Mastering the academic writing is a compulsory requirement that students 
seem not to have ability to master, even, they have to take a long-term to master it 
(Karyuatry, 2018). Moreover, writing is expressed to be a tough and complex 
process (Levy, 1995). Unfortunately, a lot of teachers in EFL classrooms have not 
generated a writing environment where students can be self-motivated and learner-
centered. There is a fact that students learn the writing skills at schools following 
to a copying the model of writing rather than eliciting their own ideas creatively 
(Sokoholic, 2003). Thus, students could be completely better through applying 
technology in learning the writing as well as revising grammar in writing (Hui and 
Yinjuan, 2011). 
 Based on the real life, checking grammar mistakes in students’ writing 
 1 PART II. CONTENT
 This chapter reviews background theories related to the issue including key 
concepts and relevant knowledge. Several related studies in a similar field are also 
brought to discussion.
 2.1. Literature review
 Grammarly application is regarded as a useful tool to apply for grammar 
accuracy in writing that is used commonly in EFL classrooms by teachers. As of 
late, an examination into the utilization of Grammarly application in English 
composing guidance has arisen as a bountiful wellspring of data. Nonetheless, it 
appears to be that concentration in Vietnamese settings has been uncommon.
 2.1.1. Key concepts and relevant 
 According to Lienemann, Graham, Janssen & Reid (2006), we can develop 
writing skills by connecting reading and writing instruction. By reading, students can 
interact with texts and learn writing conventions when a rich discussion is created 
from the reading. Kucer (1987; cited in xiao, 2008) claimed that there are four 
processing universals that both readers and writers share: they use their prior 
knowledge to construct text meaning; share similar acts of schema activation and 
evaluation; have a unified understanding of how written language operates, and 
possess common processing behavior patterns when generating meaning from texts. 
 Chen (2002) reported from his study that numerous problems incline to 
encounter EFL learners in composition, namely (1) word usage and English 
expressions, (2) their deficiency in cultural knowledge, (3) grammatical errors, and 
(4) patterns of organization. Hyland (2009) added that various factors contribute to 
teaching and learning EFL writing: linguistic, cultural, and social backgrounds. 
Thus, there is a strong demand for EFL teachers to design flexible, meaningful, 
manageable writing lessons. EFL writing teachers must provide meaningful topics, 
motivate peer feedback, and incorporate collaborative work. 
 2.1.2. EFL grammar learning 
 According to DeCarrico and Larsen-Freeman (2010), there are three 
dimensions of a grammar form: meaning and use (see Figure 2.1). As seen in 
Figure 2.1, there exists an interconnection among three dimensions: form (the 
formulation of a structure), meaning (the meanings of a structure), and use (the 
purposes or functions of a structure). For most English language learners, grammar 
can be a tricky subject, and some students tend to use different types of strategies 
to learn grammar. Using learning strategies is very useful because they help the 
learning process be more controlled, enjoyable, and effective for learners. By 
understanding and realizing this, active approaches and learning methods have 
been recognized to make grammar teaching and learning more effective, fruitful, 
and collaborative in the classroom (Pudin, 2017). 
 3 mobile assisted language learning (Dayzon & Gayed, 2021; Vo & Nguyen, 2021). 
Technological development, the Grammarly app, and other online grammar 
checkers could enable teachers to lessen their workloads and improve their writing 
quality (Kim, 2014).
 In terms of origin, the Grammarly app introduced by Google in 2012 
assisted English language writers in revising and upgrading their writing, 
according to the introduction of its producer. Grammarly app was designed to 
flexibly meet the needs of a variety of users, not only individuals but also teams 
and companies.
 2.2. Research settings and participants
 2.2.1. Research settings 
 To implement this research, the researcher applied an approach. The 
approach used in this research is the quantitative and qualitative approach. Besides, 
to find the results and effects of elicitation techniques in the writing classroom, the 
researcher applied action research.
 2.2.2. Participants 
 It is irrefutable that one of the most crucial features of students is that they 
have different levels in one class and some of them seem not to have strengths in 
English. Students’ English proficiency ranges widely, based on their learning style, 
their living, and high school education background. Moreover, students have 
participated in 12D1 and 12A1 at Nam Dan 1 high school with English periods. 
This topic is applied at the high school of the author – Nam Dan 1 high school and 
two other schools, such as: Thai Lao high school and Cua Lo high school in Nghe 
An province. 
 Because the research investigated the effects of Grammarly application to 
their writing skill in real classroom settings, students were involved as the subject 
of the research. Students play an equivalent role as direct beneficiaries, observers, 
learners, and assessors of the process. They were primarily chosen for the 
questionnaire to obtain answers to research questions 1 and 2. The total number 
was actually 50, which are randomly selected, from classes.
 These chosen students are from grade 12. They are students from Nam Dan 
1 high school located in Nam Dan, Nghe An province and they have followed 
studying in English period classes. At their high school, some of them have 3 
periods of English subject per week; while, some others have 4 periods of English 
subject per week because they are major students. Besides, they are following to 
learn English in extra-classes where they are learn additionally for their English 
grammar as well. Moreover, due to being high school students, they have been 
learning English for further 10 years.
 5 Step 1. The teacher needs to teach students how to understand and write an 
essay, including aspects, types, and how to present an English essay.
 Step 2. Depending on each lesson being implemented, students will be 
supported by the teacher to understand and generate ideas based on the topic and 
essay prompt.
 Step 3. The teacher guides and supports students to write essays on paper or 
on a computer. This will be carefully monitored and supported by the teacher.
 Step 4. The teacher allows time for students to develop their ideas and 
complete their writing.
 Step 5. Students submit their essays to the teacher.
 Step 6. The teacher provides a sample essay to use as a model with 
Grammarly software for students to follow.
 Step 7. The teacher guides students on how to use Grammarly software to 
check spelling and grammar errors.
 Step 8. Students continue to follow the sequential steps to produce writing 
products on essay writing skills.
 For example, with some topics suggested by teacher:
 Unit Writing topics
 Unit 1 1. People succeed because of their hard work; luck has nothing to do 
 with success.
 Do you agree or disagree with this statement?
 Give the reasons for your answer and include any relevant 
 examples from your own knowledge or experience.
 2. Ordinary people try to copy famous personalities by seeing them 
 on TV or reading about them in the newspapers.
 What is the reason for this?
 Is it a good idea to copy famous personalities?
 Unit 2 1. “Living in big cities is bad for people’s health. To what extent do 
 you agree or disagree?” 
 2. “Traffic congestion is becoming a huge problem for many major 
 cities. Suggest some measures that could be taken to reduce traffic 
 in big cities.”
 Unit 3 1. Write an essay about the advantages and disadvantages of a green 
 lifestyle.
 2. Write an essay about the pros and cons of solar energy. 
 7 - What is an essay? 
 (An essay is a group of paragraphs)
 An essay is a group of paragraphs that support a single point
 + Introduction (with thesis)
 + a number of body paragraphs
 + conclusion
 - The main idea in the essay is called a thesis statement. It appears in the 
introductory paragraph.
 - Types of essay: 
 There are 6 types of essays: 
 + Agree/disagree
 + Advantages & disadvantages
 + Discuss two opinions
 + Causes ( reasons) & solutions
 + Causes ( reasons) & effects
 + Problems & solutions
 - The perception of essay types
 + Agree / disagree
 Eg. To what extent do you agree with this view?
 + Advantages & disadvantages
 Eg. What are the advantages and disadvantages of such a solution?
 Eg. Do the advantages of this development outweigh the disadvantages
 + Discuss two opinions
 Eg. Discuss both view and give your opinion.
 + Causes ( reasons) & solutions
 Eg. What cause this stress, and how can we reduce it?
 + Causes ( reasons) & effects
 Eg. What are the reasons for this, and suggest some solutions.
 + Problems & solutions
 Eg. What problems does this cause?
 Eg. What are some possible solutions?
 - The essay structure
 9