Speakers
Description
The use of automated writing evaluation (AWE) in second language (L2) writing contexts has increased dramatically, as evidenced by the large body of research published on the topic over the past decade (e.g., Li, 2021; Link et al., 2022; Zhang, 2020). Considering this, several systematic reviews on AWE have been published (Ding & Zou, 2023; Ngo et al., 2022; Zhai & Ma, 2022). Nevertheless, none of these review studies has specifically focused on the use of Grammarly in L2 writing contexts. Grammarly is a popular intelligent writing assistant that offers real-time automated corrective feedback while writing, unlike other well-researched AWE systems such as Criterion and Pigai. Over the past several years, many studies have examined the use of Grammarly in L2 writing settings (e.g., Barrot, 2023; Dizon & Gayed, 2021; Ranalli, 2021; Yousofi, 2022). Yet, as aforementioned, no systematic reviews have exclusively focused on the use of Grammarly. Considering this research gap, this presentation reports on a systematic review study that investigates the specific trends, methodologies, and results in Grammarly research involving L2 learners. Two major databases (Web of Science and Scopus) were used to search for relevant peer-reviewed literature published between 2009 and 2023. A total of 25 studies met the inclusion criteria and thus were included in the analysis. Thematic analysis of these studies is still ongoing and will be reported during the presentation. Implications of the findings for pedagogy and research will also be discussed.
| Keywords | automated writing evaluation, automated corrective feedback, intelligent writing assistant, second language writing |
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