Enhancing Collaborative Writing with Grammarly-Mediated Feedback in Asynchronous Wiki Environments: An Investigation of Group Size
Issued Date
2024-01-01
Resource Type
ISSN
10237267
eISSN
25228560
Scopus ID
2-s2.0-85200133335
Journal Title
English Teaching and Learning
Rights Holder(s)
SCOPUS
Bibliographic Citation
English Teaching and Learning (2024)
Suggested Citation
Wiboolyasarin W., Wiboolyasarin K., Kamonsawad R., Jinowat N. Enhancing Collaborative Writing with Grammarly-Mediated Feedback in Asynchronous Wiki Environments: An Investigation of Group Size. English Teaching and Learning (2024). doi:10.1007/s42321-024-00186-9 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/100376
Title
Enhancing Collaborative Writing with Grammarly-Mediated Feedback in Asynchronous Wiki Environments: An Investigation of Group Size
Corresponding Author(s)
Other Contributor(s)
Abstract
This study delves into the effects of technology-enhanced English as a Foreign Language (EFL) instruction, specifically focusing on the interaction between group size and the use of Grammarly-assisted feedback in collaborative writing (CW) on wiki platforms. Participants (n = 53) were categorized into individual, paired, and group-based writing modes. The study analyzes three essay-type assignments created by seven groups (n = 28), eight pairs (n = 16), and nine individual writers (n = 9) before and after a written corrective feedback (WCF) intervention. Simultaneously, pre- and post-tests assess students’ writing proficiency over a 5-week asynchronous learning activity. Results revealed that groups using collaborative writing strategies outperformed those in paired and individual settings, highlighting a significant enhancement of writing skills through Grammarly-generated feedback. This study underscores the importance of instructor involvement in maximizing the effectiveness of Grammarly feedback and explores the evolving role of Grammarly in providing student feedback. These findings offer valuable insights for educators and scholars aiming to optimize strategies for CW and Grammarly-generated feedback, suggesting that CW in group settings, augmented by Grammarly-mediated feedback, can significantly improve writing proficiency.