Application of Computer Software Grammarly into Written Corrective Feedback on Low-Level EFL Learners’ Writings

The present study aimed to investigate effects of direct and indirect written corrective feedback (WCF) on the development of Korean EFL writing skills. Feedback was provided using the computer software Grammarly. Twenty-seven students of the English Department of Adult Life-long Education at a university in Seoul participated in this study. The researcher employed a three-stage design: (1) individual writing of a draft in class, (2) two types of feedback (direct WCF vs. indirect WCF, reformulation), and (3) individual rewriting in class. Participants' writing scores significantly improved after receiving feedback overall. In addition, errors in forms and clarity significantly reduced after the feedback, but not errors in word choices. Regarding feedback types, learning gains were more significant after direct WCF than reformulation, although errors in forms after direct WCF and word choice errors after reformulation significantly reduced among three types of errors. Additionally, most errors occurred in forms. The ratio of uptake was relatively low. The direct WCF group demonstrated a higher uptake in errors of forms and clarity, while word choice errors were more effectively addressed by reformulation. Theoretical and pedagogical implications of these findings are discussed.