TY - JOUR
T1 - Analyzing the Impact of CALL Tools on English Learners' Writing Skills
T2 - A Comparative Study of Errors Correction
AU - Almashy, Abduh
AU - Ahmed, Abu Saleh Md Manjur
AU - Jamshed, Mohammad
AU - Ansari, Mohd Sajid
AU - Banu, Sameena
AU - Warda, Wahaj Unnisa
N1 - Publisher Copyright:
© 2024 Sciedu Press. All rights reserved.
PY - 2024/11
Y1 - 2024/11
N2 - The study seeks to compare the effectiveness of Computer-Assisted Language Learning Tools (ChatGPT, Grammarly, and Google Translate) in correcting the occurrences of common errors in English as a second/foreign language (ESL/EFL) learners’ writing. An experimental design offered instructions for Class A with ChatGPT, Class B with Grammarly, Class C with Google Translate, and Class D was the control group with no exposure to any of these tools. Data were collected from texts created by the students based on pictures, both before and after the intervention. It was found that ESL/EFL learners frequently made eight distinct types of errors in their writing: spelling, punctuation, capitalization, possessive words, verb forms, subject-verb agreement, articles, and prepositions. The interventions across different classes showed that ChatGPT in Class A significantly corrected spelling, verb form, and subject-verb agreement-related errors, Grammarly in Class B excelled in correcting prepositional errors, and Google Translate in Class C effectively addressed errors in article use, capitalization, and possessives. In contrast, the control group in Class D surpassed the others in enhancing punctuation. In Class A, ChatGPT, and in Class B, Google Translate displayed enhanced effectiveness in rectifying common writing errors of ESL learners compared to Grammarly in Class B and the control group. The findings suggest that employing targeted digital tools for distinct grammatical challenges can substantially enhance learning outcomes in a language learning context.
AB - The study seeks to compare the effectiveness of Computer-Assisted Language Learning Tools (ChatGPT, Grammarly, and Google Translate) in correcting the occurrences of common errors in English as a second/foreign language (ESL/EFL) learners’ writing. An experimental design offered instructions for Class A with ChatGPT, Class B with Grammarly, Class C with Google Translate, and Class D was the control group with no exposure to any of these tools. Data were collected from texts created by the students based on pictures, both before and after the intervention. It was found that ESL/EFL learners frequently made eight distinct types of errors in their writing: spelling, punctuation, capitalization, possessive words, verb forms, subject-verb agreement, articles, and prepositions. The interventions across different classes showed that ChatGPT in Class A significantly corrected spelling, verb form, and subject-verb agreement-related errors, Grammarly in Class B excelled in correcting prepositional errors, and Google Translate in Class C effectively addressed errors in article use, capitalization, and possessives. In contrast, the control group in Class D surpassed the others in enhancing punctuation. In Class A, ChatGPT, and in Class B, Google Translate displayed enhanced effectiveness in rectifying common writing errors of ESL learners compared to Grammarly in Class B and the control group. The findings suggest that employing targeted digital tools for distinct grammatical challenges can substantially enhance learning outcomes in a language learning context.
KW - distinct grammatical challenges
KW - enhancing punctuation
KW - language learning context
KW - occurrences of common errors
UR - https://www.scopus.com/pages/publications/85212001094
U2 - 10.5430/wjel.v14n6p657
DO - 10.5430/wjel.v14n6p657
M3 - Article
AN - SCOPUS:85212001094
SN - 1925-0703
VL - 14
SP - 657
EP - 667
JO - World Journal of English Language
JF - World Journal of English Language
IS - 6
ER -
