Bài báo khoa học

This research aimed at investigating the effectiveness of the implementation of 'Grammarly' compared to teacher corrective feedback in assessing EFL students' academic writing skill. From that, this article explores the strengths and weaknesses of the use of 'Grammarly' and teacher corrective feedback in improving students' writing skill. A quantitative approach with a quasi-experimental design was applied for this study. Fifty university students from English Education major of Foreign Languages Department in Vinh University were selected and randomized clustered into two groups: a control group and an experimental one. Both groups were tested at the beginning and the end of the research. The quantitative data were analyzed by using T-test formula. The results shown that the students whose work was evaluated by using Grammarly had a significant reduction in their errors compared to those whose work was assessed by the teacher. 'Grammarly' is shown to be better in reducing errors in terms of vocabulary usages (diction), language use (grammar), and mechanics of writing (spelling and punctuation), but less effective in improving the content and organization of students' EFL writing. In contrast, the content, organization, and mechanics of writing are better improved by the support of teacher corrective feedback, whereas language use and diction are less improved. This research suggests that EFL/ESL teachers have an alternative assessment for students' writing that supports an autonomous learning environment.