METHOD OF AI-BASED SECOND LANGUAGE ACADEMIC WRITING WITH GRAMMARLY

Abstract

This article reveals a teaching method incorporating AI technologies into writing activity in a computer-mediated environment for second-language learners using the Grammarly application for Windows. The teaching method of AI-based second language academic writing with Grammarly is based on feedback strategies, basic AI skills, Grammarly’s features, and learners’ language proficiency. The writer can demonstrate the affordances of the application to the fullest extent, having the necessary disciplinary, linguistic and technological expertise. Low cognitive and behavioural engagement with feedback impedes the acquisition of writing skills. Grammarly is a supplementary, not autonomous, instrument in the university’s instructional system. It should be integrated with traditional teaching methods to optimize learning outcomes. The Grammarly application contributes to developing students’ writing skills: AI-corrected text is more accurate than text written without Grammarly’s assistance. This automated writing tool can help learners produce accurate text, motivate them to develop their writing skills, check text for plagiarism and AI, evaluate text on language merit, and determine gaps in the teaching of writing. The affordances of Grammarly, which uses generative AI, are inferior to people’s competencies so far.