A Longitudinal Investigation of AWCF's Impact on Sustained Grammatical Accuracy in Second Language Writing

With the increasing interest in automated written corrective feedback (AWCF) technology in language education, there remains a notable lack of empirical research investigating its direct impact on reducing grammatical errors in second language (L2) writing, particularly among low-to-intermediate proficiency students. Although several studies have examined user perceptions and evaluated AWCF systems, they have often failed to address its direct effects on language accuracy. Furthermore, the specific influence of AWCF on different types of grammatical errors in L2 student writing has not been sufficiently explored. More importantly, despite the growing body of research, long-term investigations into the sustained impact of AWCF on grammatical accuracy development remain limited. To address these critical gaps, this longitudinal study investigated the impact of Grammarly, a widely used AWCF tool, on the English grammar learning outcomes of low-to-intermediate proficiency students at a technological university in Taiwan over a one-year period. Employing a mixed-methods approach, data collection encompassed students’ texts, learning logs, questionnaires, and focus group interviews. The study’s objectives extend beyond error reduction, seeking to illuminate the pedagogical implications of integrating AWCF into grammar instruction. This research aims to empower educators to enhance students’ confidence and foster sustained improvements in grammar proficiency through technology-enhanced learning. Moreover, it offers important insights into the long-term effectiveness of AWCF tools like Grammarly in addressing various types of grammatical errors in the writing of low-to-intermediate proficiency L2 students, thereby guiding future approaches to grammar instruction.