Enhancing Collaborative Writing with Grammarly-Mediated Feedback in Asynchronous Wiki Environments: An Investigation of Group Size

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.