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Description
Automatic Writing Evaluation (AWE) has experienced significant growth in the dynamic realm of English as a Foreign Language (EFL) writing, driven by remarkable advancements in Artificial Intelligence (AI) technology. This technological evolution has brought forth a plethora of writing tools characterized by increasingly sophisticated AWE systems that provide precise and adaptable solutions for the challenges faced by EFL students. This study undertakes a comparative analysis of two AWE tools, Grammarly and AI-Writing Assistant, with a focus on evaluating their feedback and suggestions in the context of EFL student writing.
The aim of this comparative study is to shed light on the strengths and limitations inherent in these two AWE tools, providing valuable insights to the field of EFL writing instruction. A total of 30 compositions by EFL students were collected and evaluated using both AWE systems. The compositions are all general writing and have a length of approximately 100-120 words.
The comparative results reveal the distinct strengths exhibited by each AWE system. Grammarly, for instance, demonstrated exceptional performance in correcting article errors, punctuation issues, and specific tense-related errors, which are common challenges for EFL students. On the other hand, AI-Writing Assistant excelled in its ability to provide suggestions regarding broader writing concerns, such as improving writing clarity, revising wordy sentences, suggesting better vocabulary choices, and even offering valuable collocation recommendations.
These insightful findings have significant pedagogical implications and serve as a basis for our recommendations on the effective utilization of both AWE tools in the EFL classroom. It is hoped that this research thus bridges the gap between AWE technology and pedagogical practice, facilitating a more effective integration of these tools into EFL writing classrooms.
| Keywords | AWE (Automated Writing Evaluation), EFL writing, AI tool, Grammarly |
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