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Artificial Intelligence in Global World: A Case Study of Grammarly as e-Tool

on ESL Learners’ Writing of Darul Uloom Nadwa

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DOI: 10.18178/ijiet.2023.13.11.1984

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 International Journal of Information and Education Technology, Vol. 13, No. 11, November 2023

Artificial Intelligence in Global World: A Case Study of

Grammarly as e-Tool on ESL Learners’ Writing of Darul
Uloom Nadwa
Sohaib Alam*, Mohammad Usama, Md Moshabbir Alam, Ismat Jabeen, and Farhan Ahmad

Abstract—Studies worldwide have explored how Grammarly improving writing to minimize each type of inflectional
as Electronic Tool (e-Tool) assists English as a Second morphemes-related errors over eight weeks? There has been
Language (ESL) students in enhancing their writing. The no attempt so far: i) to analyze the ESL Learners’ writing
present study aims to improve Madrasa ESL learners’ writing errors committed by Madrasa students, and ii) to investigate
by minimizing inflectional morphemes related errors at Darul
Uloom Nadwatul Ulama in Lucknow, Northern part of India. the efficacy of using Grammarly as an electronic tool in ESL
The study participants included sixty-eight Madrasa students students’ writing with reference to the decrease of errors and
who were enrolled in Alimiyat (equivalent to 12th) grade and the development of writing skills within the setting of a
were formed into two separate groups: an experimental group Madrasa. The study explores the instructional implications of
was treated with Grammarly, while the control group got providing ESL students with Grammarly feedback to
instruction using the communicative language teaching decrease writing errors. The study covered language
approach. The data was collected from all participants before
and after the treatment. A quantitative approach was used to development into consideration in order to eliminate
the analysis of the data. A repeated-measures two-way ANOVA inaccuracies. The findings are significant for educators,
test revealed that Grammarly enhanced ESL learners’ writing indicating what should be taught and what tactics and
for inflectional morphemes following treatment in the processes their students should use to acquire a second
experimental group relative to the control group. These findings language.
demonstrate how ‘Grammarly’ as and e-Tool may support ESL A comparative study adopts an experimental method to
writers, especially novel writers who find it challenging to write
well in English. analyze various writing errors. The objectives of the study
are: in the first phase, Darul Uloom Nadwatul Ulama
Index Terms—Artificial intelligence, automated response, Madrasa ESL learners’ writing errors were examined
error analysis, Grammarly as e-Tool, ESL writing regarding their categories related to inflectional morphemes.
In the second phase, it was determined whether or not
Grammarly and CLT were beneficial in helping madrasa ESL
I. INTRODUCTION students improve their writing in the sense that they made
The present study determines if Grammarly, as an less error in their writing. This study addresses the following
Electronic Tool (e-Tool), is effective in enhancing English as questions:
a Second Language (ESL) learners’ writing in India at the • What types of errors did Darul Uloom Nadwatul Ulama
Darul Uloom Nadwatul Ulama for reducing errors. Madrasa students make in their writing?
According to past studies, Grammarly could help ESL • How does the Grammarly and Communicative Language
learners improve their English writing by reducing Teaching Approach improve ESL learners’ writing by
grammatical errors [1–5]. Therefore, the literature could be minimizing each type of inflectional morpheme-related
utilized as a source of inspiration for learning how error?
Grammarly helps ESL students overcome their writing
challenges.
However, very little research has focused on Madrasa ESL II. BACKGROUND
learners’ writing errors made by students in the Madrasa Darul Uloom Nadwatul Ulama and Deoband are
setting. To address a lacuna in the literature, an experimental considered one of the important Madrasas in India. Darul
group with ‘Grammarly’ as an E-Tool intervention and a Uloom Nadwatul Ulama was founded in 1891 and started
control group without intervention may commit substantially with balanced and moderate courses. The pre-requirements to
different ESL writing errors at Darul Uloom Nadwatul enter or to enrol in the Darul Uloom Nadwatul Ulama is a
Ulama. The study raises significant concerns: 1) What type of unified exam which is conducted by ‘All India Madrasa
errors do Madrasa students commit in English writing? and 2) Board’ (this exam is equivalent to board exam). Around 5000
how Grammarly as an E-Tool and communicative language students are studying in Darul Uloom Nadwatul Ulama. This
teaching approach performs across the tests (pre and post) in Madrasa’s purpose is to cope with the modern education
system through religious and scientific study. Therefore, they
Manuscript received June 12, 2023; revised July 21, 2023; accepted do not only teach the Quran and Hadith but also general
August 28, 2023. sciences, as well as English as a second language. They have
Sohaib Alam, Ismat Jabeen, and Farhan Ahmad are with the Department
designed their curriculum based on religious and scientific
of English, College of Sciences and Humanities, Prince Sattam Bin
Abdulaziz University, Alkharj, Kingdom of Saudi Arabia. study focusing on the job market. Although students are
Mohammad Usama and Moshabbir Alam are with National Institute of taught only general subjects, they can easily seek
Technology, Raipur, Chattisgarh, India. employment in the government and private sectors. The
*Correspondence: s.alam@psau.edu.sa (S.A.)

doi: 10.18178/ijiet.2023.13.11.1984 1741

 International Journal of Information and Education Technology, Vol. 13, No. 11, November 2023

students of Nadwa are working in various diverse fields in EA provides a framework for the syllabus designer and
India. teacher to follow while developing a remedial course for
At Darul Uloom Nadwatul Ulama, students are taught target language learners [18]. Teachers or educationists of the
English to facilitate communication. English is taught using a target language can employ Corder’s framework [20] to
structured curriculum at Darul Uloom Nadwatul Ulama. The enhance language proficiency to determine the occurrences
curriculum’s focuses language topics taught in preparation of frequent errors and understanding levels. ESL and EFL
for examinations. Although they pass their exams, teachers of oral or written faults were categorised by Richards [21] and
Darul Uloom Nadwatul Ulama are concerned about Richards and Schmidt [22] as overgeneralization,
enhancing their students’ writing skills. However, the simplification, developmental, communication, and
students were being taught employing traditional overproduction, respectively. In addition, Corder [20]
methodology which does not incorporate modern praxis of demonstrated that although developmental EA highlights a
AI tools in the classroom pedagogy. Thus, in the current language learner’s successive transitional languages,
study, the automated correction software ‘Grammarly’ is remedial EA aims to facilitate teachers for assessment and
implemented as a unique teaching tool in the context of Darul correction. Richards and Schmidt classifications is not in line
Uloom Nadwatul Ulama to investigate how students may with Corder’s developmental EA, which focuses on the
improve their writing skills in terms of error reduction. In learner’s successive transitional languages. The primary goal
previous studies automated correction software ‘Grammarly’ of Corder’s EA is to inspire educators, practitioners, and
was found more effective than other type of software/tool in researchers to comprehend how errors made by learners lead
solving issues related to ESL learners’ writing [1, 6] and to language development in L2 acquisition and to develop
minimizing errors [7]. Additionally, an analysis of error was pedagogy.
found more effective through grammarly than human [8, 9].
B. Previous Studies on ESL Writing Errors
Alam et al. [10] study suggests various activities through
which one can reduce the mistakes and grasp the nuances of Many studies have analysed ESL writing errors made by
different skills of language. The implications of the results different language speakers. This study included studies that
for future study and instructional practice are examined. are relevant to the current study. Within the context of error
analysis, Manihuruk [23] examined the inflectional
A. Grammarly Software morpheme errors committed by 30 students during the third
Grammarly, AI-powered English writing software, detects semester of ESL writing. In ESL writing, he mentioned that
language-related problems. Grammarly offers several editing students had removed, substituted, and added the incorrect
features that could be helpful for learners. First, it provides inflectional morpheme. Additionally, a study conducted by
immediate feedback to the learners to revise the document; Sunandar [24] on Indonesian (L1) speakers found ESL
second, it underlines and classifies mistakes with distinct writing errors with inflectional affixes. According to his
colours for replacement; third, it offers a metalinguistic findings, learners made more errors while using the plural
explanation for mistakes; fourth, it offers options for a variety affix ‘-s’ than other types of inflectional morphemes related
of English; fifth, it provides a performance report; sixth, it errors. Furthermore, an experimental study was carried out
provides a rating to the learners based on corrections and by Gardner et al. [25] to examine the ESL speech and writing
recommendations underlined in the document. errors made by Mandarian (L1) speakers. He revealed that
students had the most significant trouble with the present (3rd
B. Effectiveness of Grammarly in Error Correction
person singular -s) and past (-ed) inflections in their writing.
The usefulness of Grammarly in improving writing skills Additionally, Dewi et al. [26] found errors in the use of
among ESL students has been the subject of various research inflection morphemes in Indonesian speakers’ ESL writing.
conducted by a number of scholars. Since studying the whole They revealed the results that the intralingual impact led the
body of literature is impossible, only the most relevant learners to omit, add, and misuse inflection morphemes in
studies have been appraised and included. Previous studies their ESL writing. Moreover, an investigation was carried out
have confirmed Grammarly’s overall efficacy in enabling by Florianus and Syamsi [27] to look at inflectional affixation
error correction [11, 12]. The software ‘Grammarly’ is a errors in eight freshmen’s ESL writing. Due to the structural
valuable tool for correcting the writing process [13, 14]. variation of English, Florianus and Syamsi [27] noted in their
Students may benefit from this in several ways, including a research that learners were having trouble with subject-verb
reduction in the number of errors they make and an agreement, plural, and past participle. Al-Saidat [28] focused
improvement in the overall quality of their writing [1, 3, on the inflectional morphological errors made by Arabic as a
15–17]. first language (L1) speaker in writing English. The study
identified eight different kinds of inflection-related
morphemes errors in ESL writing. Investigation into the
III. LITERATURE REVIEW contributing factors for the errors revealed that 51.3% were
developmental and 39.7% were interlingual.
A. Background of Error Analysis
Speech and writing performances can be evaluated by
employing the Error Analysis (EA) theory proposed by IV. METHODOLOGY
Corder [18]. Corder considers that it is convenient in the
analysis of learners’ language inaccuracies. According to A. Participants and Sampling
Brown [19], this facilitates learners as a remedial approach in The participants in this research were chosen using a
the process of learning the structure of the target language.

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process of convenience sampling. The researcher uses right form. The review task also allowed students to
convenience sampling because it is practical, affordable, and determine which revisions to approve or reject based on their
easily accessible to the sample [29]. Therefore, the present materials. Every day, the experimental group students used
study used a convenience sampling method because students’ to send in their revised versions of their writings as well as
presence was required in the classroom. Action research is a the Grammarly report. Notably, no accuracy ratings were
kind of systematic study that uses spiral design cycles assigned to these essays. The teachers used the structured
consisting of planning, action, observation, and reflection [30, curriculum for teaching ESL for the control group. Students
31]. It enables educators or teachers to concentrate on have been teaching English through a communicative
classroom dynamics and enhance the teaching and learning language teaching approach in the classroom.
process.
C. Data Collection Procedure
Alimiyat (equivalent to 12th grade) grade 68 male ESL
students at Darul Uloom Nadwatul Ulama Madrasa Data were collected from the experimental and control
participated in the experimental research. Alimiyat groups on the 43 days in the form of essays on three distinct
(equivalent to 12th grade) grade was the criteria for selection topics on Microsoft word-file on individual computers for
because students have learned and understood English for evaluation purposes. The students were required to produce
more than six years [32]. There were 35 computers in 200–300 words essay without the use of any reference tools,
language learning lab but one computer was not working such as dictionaries. Microsoft Word’s autocorrect, spelling,
properly, therefore, 34 students have participated in the and grammar tools had to be disabled.
experimental study. Purposive sampling divided the D. Data Analysis Procedure
participants into two groups of 34 students. It was anticipated
that the participants that they would study English once a The errors in this study were found and categorized using
week for a total of four hours. Two intact groups were used: the EA method proposed by Corder [20]. In order to detect
one for the control group (N = 34) and another for the inflectional morpheme errors, collected data was uploaded to
treatment group (N = 34). All participants in both groups Grammarly (Grammarly was determined to be more
were familiar with using computers and navigating the successful in the assessment of ESL writing of learners in
internet. Learners who participated in this study had a recent research) [8, 9]. The data was then labeled per Dulay et
common first language (i.e., Hindi-Urdu). Before the start of al. [33] Surface Structure Taxonomy, and inclusion,
the present research, the participants had already been exclusion, and false information were used. The following
studying English for close to 10 years on average. The types of errors were then specified and assigned according to
researcher also took on the role of teacher for both groups so inflectional morphemes.
that any potential differences in instruction could be observed The Statistical Package for the Social Sciences (SPSS)
and managed. Before the students took part in the research, version 22 was used in this research to analyze the collected
we made sure to get their permission after providing them data. Repeated measures ANOVA (Analysis of Variance)
with enough background information. tests were used in the analysis for both the groups and tests.

B. The Study Activity of Experiment Group and Control

Group V. RESULTS
During the first week, experimental group participants A repeated measure three-way ANOVA factor on the
were instructed on creating an account with Grammarly and frequency of errors of types of errors  two groups
using its commercial edition. The experiment was carried out (experimental and control)  two tests (pretest and post-test)
over eight weeks, with each session in the classroom for showed the main effect of the type of errors was significant, F
duration of ninety minutes. This study has focused on eight
(1, 33) = 112.328, P = 0.001, ²p = 0.967, entailing the results
inflectional morphemes, therefore, conducted for
that Madrasa students made eight types of error with different
eight-weeks. They were assigned a subject to write an essay
frequency (Table I). This analysis shows that the Madrasa
in English on from the second to eight weeks [forty-two days
students committed eight types of inflectional
excluding Friday (weekend off) and Gazetted holidays].
morphemes-related errors in their writing. The highest error
Before they could start using Grammarly, they were required
was found related to past tense (-ed) outperformed plural (-s),
to disable the spelling and grammatical autocorrect feature
third-person singular present (-s), progressive (-ing),
available in Microsoft Word as a matter of policy and
possessive (-’s), past participle (-en), comparative (-er) and
practice. Students were also instructed not to ask for their
superlative (-est). Additionally, the statistical analysis
teachers’ or classmates’ assistance while finishing their
showed a significant main effect of groups, F (1, 33) =
assignments.
141.436, P = 0.001, ²p = .811, which demonstrated the
The experimental group engaged Grammarly to verify the
results that the total mean of the errors was higher (M = 3.053,
essay writing they produced for linguistic correctness, and
SD = 0.130) for the control group in comparison to the
they revised their own work in response to Grammarly’s
experimental group (M = 2.458, SD = 0.117). This analysis
editing recommendations throughout the experiment (36
demonstrates that Grammarly positively affects the
revisions were made). In addition, the students had to
experimental group by reducing M = 0.594, SD = 0.013 mean
examine every modification Grammarly offered, albeit they
of errors in improving the ESL learners writing. Further, the
were allowed to ignore those they felt went too far. Students
main effect of tests, F (1, 33) = 42.727, P = 0.001, ²p = .728,
were encouraged to understand the metalinguistic
showing a higher mean of errors for the pretest (M = 3.022,
explanation and the differences between their output and the
SD = 0.131) than post-test (M = 2.645, SD = 0.118). After the

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intervention, the learners improved their writing by (Fig. 1). The intervention of Grammarly has improved
decreasing M = 0.377 and SD = 0.013 the mean of errors. The writing in terms of minimizing errors for past tense (-ed),
interactional effect between the types of error  the group plural (-s), third person singular present (-s), progressive
was significant, F (1, 33) = 57.218, P = 0.001, ²p = 0.679, (-ing), past participle (-en), and superlative (-est) except for
exhibits the results that learners have a lesser mean of errors possessive and comparative (Table I).
for the experimental group in comparison to the control group
TABLE I: DESCRIPTIVE STATISTICAL ANALYSIS OF THE VARIATIONS ACROSS TESTS FOR EXPERIMENTAL AND CONTROL GROUP
Experimental Group Control Group
Types of Errors Pretest Posttest Gain Pretest Posttest Gain
M SD M SD M SD M SD M SD M SD
third person singular
4.353 0.246 3.353 0.183 1.000 0.062 4.765 0.246 4.765 0.246 0.000 0.000
present (-s)
past tense (-ed) 6.029 0.309 4.676 0.298 1.353 0.011 6.324 0.285 6.059 0.301 0.265 −0.016
progressive (-ing) 3.176 0.233 2.088 0.195 1.088 0.038 3.471 0.251 3.471 0.251 0.000 0.000
past participle (-en) 1.500 0.224 1.059 0.158 0.441 0.067 1.588 0.224 1.588 0.224 0.000 0.000
plural (-s) 5.176 0.312 3.118 0.307 2.059 0.005 4.882 0.298 5.088 0.294 −0.206 0.004
possessive (-’ s) 1.765 0.203 1.412 0.243 0.353 −0.040 1.676 0.206 1.029 0.248 0.647 −0.042
comparative (-er) 1.676 0.206 0.824 0.251 0.853 −0.046 1.029 0.248 1.029 0.248 0.000 0.000
superlative (-est) 0.794 0.178 0.588 0.159 0.206 0.019 0.794 0.178 0.794 0.178 0.000 0.000
Total 24.471 1.910 17.118 1.794 7.353 0.116 24.529 1.936 23.824 1.990 0.706 −0.054

their writing by reducing each type of inflectional

morpheme-related error after the intervention of Grammarly
for the experimental group than the control group of
Communicative Language Teaching (CLT) (see Table I).

Fig. 1. The mean score for each type of error for both the experimental group
and the control group.
Fig. 3. The mean score for the groups and tests.
Moreover, the interaction between the types of errors 
tests was showing significant, F (1, 33) = 2.222, P = 0.050,
²p = 0.548, a result which entails that learners have reduced VI. DISCUSSION
the writing errors after the interventions (Fig. 2).
Darul Uloom Nadwatul Ulama students made eight types
of inflectional morphemes-related errors with varying
frequencies. The findings of the study show that the madrasa
students made eight types of errors (see Appendix A for
example) related to the inflectional morphemes in the
following categories: (i) past tense (-ed), (ii) plural (-s), (iii)
third person singular present (-s), (iv) progressive (-ing), (v)
possessive (-’s), (vi) past participle (-en), (vii) comparative
(-er), and (viii) superlative (-est). The current findings are
similar to Sunandar’s [24], Made Pramestia Dewi et al.’s [26],
Fig. 2. The mean score for the pre and post-test for each type of error. and Al-Saidat’s [28] study findings. The first and third types
of present and past tense errors were found in the omission of
Further, the interaction between groups  tests were inflection morpheme ‘-ed’ and ‘-s’ from the verb in both
significant, F(1, 33) = 62.418, P = 0.01, ²p = 0.796, entails groups, wherein the experimental group made a fever error
the results that the Madrasa learners have enhanced their rather than the control group. Similarly, the error was found
writing by minimizing errors of post-test for the experimental with past participle (sixth type of error) by adding and
group than the control group (Fig. 3). omitting the morpheme ‘-ed’ incorrectly instead of ‘-en.’
Moreover, the interaction between types of errors  groups These results are consistent with other research [34, 35],
 tests was significant, F(1, 33) = 4.788, P = 0.001, ²p = which suggests that verb tense (present and past) errors were
0.748, showing the results that ESL learners have improved most common among speakers of Arabic, Turkish, Chinese,

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and Indonesian as their first language. However, the students’ Grammarly, the learners’ ESL writing considerably
weak command of the present and past tenses is evident from improved in the revised version.
their ESL writing errors in both classes. Hindi has no suffixes The outcomes of the current study have shed some light on
that change verb categories based on tense [36]. Errors in the typical sorts of inflectional morphemes-related errors
verb tense could result from inadequate knowledge of L2. made by students at Darul Uloom Nadwatul Ulama Madrasa.
Thus, L1 interference in ESL writing is responsible for these However, intralingual and interlingual transfer prohibited
inaccuracies. Moreover, the second type of error committed learners from producing grammatically correct sentences. To
by students related to inflection morpheme ‘-s’ for making a encounter the problem there are several studies available
noun plural in ESL writing. In Hindi, a single noun is usually which elaborate upon how different strategies and techniques
constructed as a noun following numbers; hence, intralingual can be used in real life classroom pedagogy to overcome
caused these errors in both groups [36]. In other words, nouns errors and mistakes in writing [40–43]. The ESL learners of
are pluralized after numbers in Hindi. Our current finding is Madrasa significantly improved their writing after the
dissimilar to [27], Dhar’s [37] study findings. Likewise, the intervention of Grammarly in the experimental group in
fifth type of error students made related to inflection comparison to the control group of CLT. The highlighted
morpheme –’s for possessive, where no difference was found features suggested that Grammarly might be used effectively
for experimental and control groups (Fig. 3). The deletion of to assist ESL students at Darul Uloom Nadwatul Ulama in
the possessive ‘-s’ in Madrasa students writing errors of two enhancing their writing abilities by reducing errors in the
groups accredited to the first language transfer because this classroom and outside of it. Moreover, the studies [44–49]
function of possessiveness is not presented in learners’ first findings and results are in line with the present study which
language [36]. Sawalmeh in his study concluded that foregrounds the pedagogical issues of motivation amongst
intralingual was the sole source of errors for Arabic (L1) learners’, use of online and blended module in language
students [38]. The findings of this research contradict learning and its challenges, learners’ issues, and especially
Sawalmeh’s [38] findings concerning the sources of errors. writing issues of ESL learners [50–54].
Furthermore, the fourth type of error committed by students
related to the inflectional morpheme ‘-ing’ for progressive.
Additionally, the fourth type of error in omission of inflection VII. CONCLUSION AND IMPLICATION
morpheme ‘-ing’ was found in both classes for progressive. This study lends credibility to using the grammar-checking
This error could be the influence of intralingual. Moreover, software Grammarly to enhance ESL learners’ writing
the seven and eighth type of error was found in the omission abilities. This experimental study confirms that Grammarly
of morpheme ‘-er’ and ‘-est’ for the comparative and may be a beneficial exercise to improve students’ writing
superlative degree. However, Hindi has a postpositional abilities in the classroom. Considering the results of this
feature for comparison [36], and such construction does not research, we anticipate that instructors will be able to give
exist in English. Therefore, first-language transfer errors students a wider variety of language learning tactics that use
arose when madrasa students translated the acquired rule of Grammarly in language learning classrooms and beyond,
Hindi into English. The study’s findings are similar to Chan’s enabling them to reach their full potential.
[39] study. Challenges had been encountered by the researcher during
The experimental group and the control group made conducting research i.e., technological backwardness of the
significant differences, with the experimental group making students, insufficiency of basic infrastructure and
fewer errors as a result of the intervention of Grammarly unfamiliarity with software. Furthermore, researchers may
compared to the control group. The investigation revealed conduct experimental research including variables related to
that those students who had been given access to Grammarly age and gender. Additionally, researchers can include
performed significantly better on the post-test to correct different linguistic aspects for learning of English writing in
errors than those who had been assigned to the control group. future.
However, the findings of this study is in line with some recent
studies into automated corrected writing software i.e., APPENDIX
Grammarly [5, 11, 12], which stated that Grammarly has
impacted on leaners’ ESL writing improvement in terms of
reduction of grammatical errors. With the help of the
TABLE AI: ERRORSCOMMITTED BY STUDENTS IN ESL WRITING. ASTERISK*
S. No. Types of Groups Example of Committed Errors by Students
Committed (Experimental and
Errors Control)
1. past tense (-ed) Experimental Group I was slap* my friend harder for the bad behavior. (I slapped my friend
(Omission) harder for the bad behavior.)
Control Group We were* always perform* better in the class tests and main exams. (We
(Omission) always performed better in the class tests and main exams.)
2. plural (-s) Experimental Group We wish Eid Mubarak to everyone and hug three time*. (We wish Eid
(Omission) Mubarak to everyone and hug three times.)
Control Group It is enjoyed in many country* worldwide. (It is enjoyed in many countries

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(Omission) worldwide.)
3. third-person Experimental Group When Eid come*, everyone wake* up early in the morning. (When Eid
singular present (Omission) comes, everyone wakes up early in the morning.)
(-s) Control Group Everyone enjoy* their day in Eid. (Everyone enjoys their day in Eid.)
(Omission)
4. progressive (-ing) Experimental Group I see elephant when we was gone to the school. (I saw an elephant when we
(Addition) were going to the school.)
Control Group All the kids in the class are go on the field trip
(Omission)
5. possessive (-’ s) Experimental Group At my friend* home, we always prepared for Eid. (At my friend’s home,
(Addition) we always prepare for Eid.)
Control Group After the Eid festival, we went to Hamid and Rehan* home. (After the Eid
(Omission) festival, we went to Hamid and Rehan’s home.)
6. past participle (-en) Experimental Group We are* eated* many dishes at my friend house. (We had eaten many
(Addition) dishes at my friend’s house.)
Control Group My mother and father was forget* give money Eidy all friends. (My
(Omission) mother and father had forgotten to give money as Eidy to all the friends.)
7. comparative (-er) Experimental Group My hometown city is not big than lucknow but beautiful. (My city is not
(Addition) bigger than Lucknow but beautiful.)
Control Group My hometown is very big* than other cities in uttar pradesh. (Mumbai is
(Omission) bigger than other cities in Uttar Pradesh)
8. superlative (-est) Experimental Group The ganga is long river in the city. (The Ganga is the longest river in the
(Omission) city.)
Control Group My city has Qutub minar and is long* tower in my hometown Delhi. (My
(Omission) city has Qutub Minar, which is the longest in my hometown Delhi.)

International Conference on Distance Education and Learning, pp.

122–127, 2020. https://doi.org/10.1145/3402569.3402594
CONFLICT OF INTEREST [5] J. Ranalli and T. Yamashita, “Automated written corrective feedback:
The authors declare no conflict of interest. Error-correction performance and timing of delivery,” Language
Learning and Technology, vol. 26, no. 1, pp. 1–25, 2022.
http://hdl.handle.net/10125/73465
AUTHOR CONTRIBUTIONS [6] D. Bailey and A. R. Lee, “An exploratory study of Grammarly in the
language learning context: an analysis of test-based, textbook-based
Dr. Sohaib supervised the whole research development and Facebook corpora,” TESOL International Journal, vol. 15, no. 2,
and took the lead in writing the manuscript. Dr. Sohaib and pp. 4–27, 2020.
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