scholarly journals The Importance of Getting Automated Grammar Feedback via Grammarly, for Increasing Students' English Language Proficiency

2022 ◽  
Author(s):  
Michael Stefanus Soegiyarto ◽  
Radya Ayufa Putri ◽  
Samiaji Dwi Saputra
Keyword(s):  
Artificial Intelligence ◽  
University Students ◽  
Language Proficiency ◽  
English Language ◽  
Native Language ◽  
English Language Proficiency ◽  
Significant Part ◽  
Technological Advancement ◽  
Grammar Rules ◽  
To Receive

In the last decade, technology has played a significant part in human civilization. One example of technological advancement is the rise of Artificial Intelligence (AI) as a tool for learning. One digital application, namely Grammarly, is an AI tool used to edit sentences to eliminate grammar errors and deliver conciseness and engagement for the readers. We conducted research involving Indonesian university students, in which they do not possess English as a native language. Using this application to receive feedback and help with learning writing in English, we hope to find out how Grammarly as an AI tool for learning has a significant effect on English proficiency. The results showed that Grammarly had helped them form English sentences, learn grammar rules, and improve their writing performance overall.

scholarly journals Red neuronal artificial de predicción de situación de dominio del estudiante ante el examen TOEFL

2019 ◽  
Vol 7 (1) ◽  
pp. 19-23
Author(s):  
Silvia Soledad Moreno Gutiérrez ◽  
Jesús Francisco Álvarez Cornejo ◽  
Mónica García Munguía
Keyword(s):  
Neural Network ◽  
Artificial Neural Network ◽  
Software Engineering ◽  
University Students ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Educational Institutions ◽  
Engineering Degree ◽  
Estudiantes Universitarios

El examen TOEFL es una prueba orientada a identificar el nivel de dominio del idioma inglés en estudiantes universitarios, por ello, diferentes instituciones educativas del país solicitan este resultado incluso como requisito de titulación, la Universidad Autónoma del Estado de Hidalgo es una de ellas, el 100% de sus alumnos de la licenciatura en ingeniería de software presentan el examen, asumiendo que están preparados, no obstante, en más del 50% de los casos el puntaje obtenido es no satisfactorio. Por ello, se propone una red neuronal artificial de tipo Backpropagation basada en la trayectoria escolar del alumno, que predice con un 95% de precisión la situación de dominio del estudiante, y sugiere presentar el examen o participar en el curso de preparación respectivo, de esta forma, la propuesta contribuye a incrementar el porcentaje de alumnos con resultados satisfactorios desde la primera aplicación y reducir el número de intentos. The TOEFL test is a test aimed at identifying the level of English language proficiency in university students, therefore, different educational institutions in the country request this result even as a qualification requirement, the Autonomous University of the State of Hidalgo is one of them, the 100% of its students in the software engineering degree present the exam, however, in more than 50% of the cases the score obtained is unsatisfactory, so the student must present it again. For this reason, an artificial neural network of Backpropagation type is proposed that predicts with 95% accuracy the situation of the student's domain and suggests presenting the exam or participating in the respective preparation course, in this way, the proposal contributes to reduce the number of attempts and increase the percentage of students with satisfactory results from the first application.

scholarly journals A Systematic Review of Self-Coping Strategies Used by University Students to Cope with Public Speaking Anxiety

2020 ◽  
Vol 13 (10) ◽  
pp. 57
Author(s):  
Xue Ting Tee ◽  
Wirawahida Kamarulzaman ◽  
Tjin Ai Tan Joanna
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Public Speaking ◽  
English Language Proficiency ◽  
Public Speaking Anxiety ◽  
Speaking Anxiety ◽  
Fear Of Public Speaking ◽  
High Level

Despite a growing body of research on instructor techniques and treatments to mitigate public speaking anxiety, this issue remains prominent, especially among university students. An alternative to mitigating such anxiety is to identify authentic coping strategies that university students could practice in actual situations. Numerous studies have attempted to explore students’ personal and social factors with the objective of suggesting suitable coping strategies to reduce the fear of public speaking. This paper reviews the existing evidence to understand the complexities of strategies that university students use to reduce their fear of public speaking.  Nine peer-reviewed studies published between 2015 and 2020 were selected for this review from Science Direct and Google Scholar, using search terms such as “public speaking anxiety” and “coping strategies.” The analysis revealed that university students who (a) had an intermediate level of English language proficiency and a high level of speaking anxiety adopted both compensation and metacognitive strategies; (b) had a high level of English language proficiency and speaking anxiety adopted the affective strategy; and (c) had a high level of speaking anxiety and were exposed to full English medium instruction contexts adopted both social and memory strategies. This review, therefore, provides a better understanding of how university students cope with public speaking anxiety and at the same time urges educators to refine their pedagogical methods to lower the psychological barrier of speaking.

scholarly journals Summarization in English as a Foreign Language: A Study Comparing Summary Performances to Summarizers’ Vocabulary Size

2021 ◽  
Vol 14 (5) ◽  
pp. 77
Author(s):  
Makiko Kato
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Rating Scales ◽  
Native Language ◽  
English Summary ◽  
English Language Proficiency ◽  
Vocabulary Size ◽  
Size Groups

The study examined the impact of a first language’s summarizing skill and second language vocabulary size on summary performances in a second language. A total of 40 English as a Foreign Language (EFL) learners from a Japanese university with a mixed level of English language proficiency were asked to write a summary in English (i.e., their non-native language, L2) and in Japanese (their native language, L1) from a text written English and Japanese respectively. The effect of L1 summarizing skill on L2 summary performances was examined using multiple regression analysis. L1 summary performances (i.e., summarizing skill) slightly influenced English summary performances for summary writers with lower-level English language proficiency but not L2 summary performances for those with higher-level English language proficiency. The participants’ vocabulary size measured by Nation’s (2007) test was positively correlated with their English summary performances. Moreover, the results showed that the vocabulary size in the highest and smallest-vocabulary size groups was correlated with scores on two rating scales (i.e., Language use and Source use) in their English summary. In contrast, the vocabulary size in the middle-level vocabulary size groups was correlated with their scores on two different rating scales (i.e., Main idea coverage and Integration) in their English summary. This study concluded that L1 summary performance had not impact on L2 summary performances because several characteristics influence of summary writers’ English vocabulary size. The study made several recommendations to EFL teachers who teach summary writing and for further study.

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