La eficacia de la aplicación de Grammarly y la retroalimentación proporcionada por el docente en relación con los estudiantes de EFL en el ámbito de la escritura
DOI:
https://doi.org/10.24310/ijtei.111.2025.20521Palabras clave:
Aplicaciones, puntuación N-Gain, ANCOVA unidireccional, retroalimentación del docente, GrammarlyResumen
Este estudio examina la eficacia de Grammarly como una aplicación y una retroalimentación pedagógica en la mejora de la escritura de los estudiantes de EFL en Indonesia. La disciplina de la Switching Replication Design abarca 78 estudiantes de primer año que están inscritos en un curso de escritura. La investigación analiza la repercusión de estos métodos de retroalimentación en la escritura, el desarrollo de habilidades y las respuestas de los estudiantes. La información se recaba a través de pre- y post-tests, así como a través de un questionnaire closed-ended, y se analiza mediante el uso de One-Way ANCOVA y descriptive statistics en SPSS 20. Se ha demostrado que el uso de Grammarly, cuando se combina con la retroalimentación del profesor, potencia la diction, el uso del lenguaje y los mecanismos, y la retroalimentación del profesor tiene una mayor influencia en el contenido y la organización. El grupo experimental inicial supera al grupo experimental secundario, logrando una puntuación moderada de N-Gain. Los estudiantes responden favorablemente a ambas modalidades de retroalimentación, con Grammarly siendo elogiado por sus consejos automatizados. La investigación concluye que la integración de Grammarly y la retroalimentación pedagógica contribuye significativamente a la mejora de las habilidades de escritura, especialmente en aspectos como la diction, el uso del lenguaje, las técnicas, el contenido y la organización.
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