İngilizce Öğretmenlerinin Otomatik Yazılı Düzeltici Geribildirim ve Grammarly Kullanımına İlişkin Görüşleri

Otomatik Yazılı Düzeltici Geribildirimi (OYDG) araçları, yazma öğretiminde, İngilizceyi yabancı dil olarak öğrenenler için yazılan ödevleri değerlendirme kabiliyeti nedeniyle popülerlik kazanmıştır. Öğretmenler, özellikle kelime dağarcığı, dilbilgisi ve mekanik gibi daha düşük seviyedeki hataların bulunmasında iş yüklerini hafifletebileceği için bu yönüne ilgi göstermektedirler. Ancak, OYDG programlarının verdiği dönütlere yönelik İngilizceyi yabancı dil olarak öğreten öğretmenlerin bakış açıları hakkında az bilgi bulunmaktadır. Otomatik dönütlerin nasıl etkili bir şekilde üst düzeydeki hataların düzeltilmesinde, örneğin paragraf akışı ve içerik hataları olmak üzere bu kapsamda öğretmenlerin bakış açısı incelenmektedir. Bu amaçla, bu çalışma İngilizceyi yabancı dil olarak öğreten öğretmenlerin, yazma ödevlerine geri bildirim sağlamak amacıyla Grammarly Premium’un bir OYDG aracı olarak entegrasyonuna yönelik algılarını, özellikle lisans hazırlık öğrencileri arasında üst-düzey kategoriler (ÜDK) ve alt-düzey kategoriler (ADK) için çıkarımları ele almayı hedefleyerek incelemeyi amaçlamaktadır. Çalışma, nitel araştırma yöntemini benimsemiş ve pilot çalışma için üniversite düzeyinde derse giren bir öğretmen ve ana çalışma için 10 öğretmen ile yarı yapılandırılmış görüşmeler yapmıştır. Çalışmadan elde edilen veriler MAXQDA 22 kullanılarak analiz edilmiştir. Sonuçlar, çoğu katılımcının OYDG ve Grammarly'ye olumlu yaklaştığını ortaya koymaktadır. Öte yandan, Grammarly yanlış kelime önerileri ve aynı dilbilgisi hatalarını defalarca vurgulaması nedeniyle bazı katılımcılar tarafından ADK açısından yetersiz bulunmuştur. Bununla birlikte, özellikle metnin anlaşılabilirliği açısından etkili geri bildirim sağlayamaması rağmen ADK için çıkarımları saptayabildiği için ÜDKya kıyasla hala kullanışlı bulunmaktadır. Bu durumda, ÜDK açısından hala insan müdahalesine ihtiyaç duyulmaktadır. Grammarly'nin daha etkili bir şekilde yazma derslerine nasıl entegre edilebileceğini incelemek amacıyla daha fazla araştırma yapılabilir ve böylece ÜDK açısından dezavantajlarını sınırlamak mümkün olabilir.

Anahtar Kelimeler:

Yazma, Grammarly, Yabancı Dil Öğretmeni Olarak İngilizce, Otomatik Yazılı Düzeltici Geribildirim

EFL Teachers' Perceptions of Automated Written Corrective Feedback and Grammarly

Automated Written Corrective Feedback (AWCF) tools have gained popularity in the instruction of writing in English as a foreign language (EFL) because of their ability to evaluate written drafts. Teachers have become interested in this aspect, as it can alleviate their workload, especially with lower-order concerns, such as vocabulary, grammar, and mechanics. However, little is known about EFL teachers' perspectives on automated feedback and how it can effectively complement their feedback regarding higher-order concerns, such as organization and content. For this purpose, this study aims to examine EFL teachers’ perceptions of the integration of Grammarly Premium as an AWCF tool for providing feedback on writing assignments, with a focus on addressing higher-order concerns (HOCs) and lower-order concerns (LOCs), particularly among undergraduate students. The study adopted a qualitative research design and employed semi-structured interviews with a sample of one pilot teacher and ten teachers at the tertiary level for the main study. The data obtained from the study was analyzed using MAXQDA 22. The results revealed that most participants responded favorably to AWCF and Grammarly. On the other hand, Grammarly is inefficient in terms of LOCs due to its incorrect vocabulary recommendations and tendency to highlight the same grammatical mistakes numerous times. Nevertheless, it is still found more useful in terms of LOCs compared to the aspects in HOCs because it failed to provide efficient feedback in terms of coherence/cohesion and still needs a human touch for this aspect. Further research can be conducted to investigate how Grammarly can be integrated into writing classes more efficiently, thereby limiting its drawbacks in terms of HOCs.

Keywords:

Writing, Grammarly, English as a Foreign Language Teacher, Automated Written Corrective Feedback,

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