Abstract
The presence of online grammar checkers as the result of technology advancement is inevitable to be popular among academicians and researchers. With more complete features offered to help improving writing, many utilize these tools to accomplish their work. This paper, thus, aims to present an overview of online grammar checkers and their use for EFL writing. Specifically, this paper explicates online grammar checkers and reviews some research investigating the use of these applications for writing. In addition, brief reviews about a number of online grammar checker tools comprising Grammarly, ProWritingAid, Ginger, and GrammarCheck are provided. Last, some suggestions are also offered for teachers and future researchers regarding the use of online grammar checkers.
Highlights
Writing in our own language can be difficult
Plenty of research has been done investigating the use of online grammar checkers for editing writing (Chen et al, 2009; Radi, 2015; Cavaleri & Dianati, 2016; Jayavalan, 2018; Ghufron & Rosyida, 2018; Karyuatry et al, 2018; Yang, 2018; Gain et al, 2019; O’Neill & Russell, 2019)
The paper firstly delineates online grammar checkers and reviews some research investigating the use of these tools for writing
Summary
Writing in our own language can be difficult. It can become more difficult when we write in a new language (Blanchard & Root, 2003:1). Students must be aware of numerous grammatical rules from sentence structure and forms to even the use of articles besides developing their ideas to write Due to this complexity, students can feel discouraged and demotivated to learn writing (Karyuwatry et al, 2018). Plenty of research has been done investigating the use of online grammar checkers for editing writing (Chen et al, 2009; Radi, 2015; Cavaleri & Dianati, 2016; Jayavalan, 2018; Ghufron & Rosyida, 2018; Karyuatry et al, 2018; Yang, 2018; Gain et al, 2019; O’Neill & Russell, 2019). The paper firstly delineates online grammar checkers and reviews some research investigating the use of these tools for writing. The conclusions are drawn, and some suggestions are offered for teachers, and future researchers
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