Campus Writers’ Shared Experiences in Using AI-Powered English Writing Tool: A Hermeneutic Phenomenological Approach
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 23, Issue 7
Abstract
This study aimed to describe and interpret campus writers' experiences in using Grammarly as an AI-powered English writing tool. Campus writers used Grammarly to improve their writing performance, which included their grammatical accuracy and proper use of mechanics. The researcher used a phenomenological qualitative method by Moustakas (1994) to explore the phenomenon of the use of Grammarly as an AI-powered English writing tool by campus writers. The student participants of the study were five (5) SHS campus English writers. Purposive sampling was applied since the needed participants were students with distinct writing experiences in and out of the school. The researcher purposely chose students who were considered campus writers and users of Grammarly. The study revealed that Grammarly improved campus writers' writing performance as it helped them ensure grammatical accuracy and proper use of mechanics in their writing. However, comprehensively reviewing the suggestions provided by Grammarly was necessary to avoid misleading feedback that caused deviation from the original meaning of the text. Meanwhile, campus writers mentioned some considerations before accepting the suggestions.
Authors and Affiliations
Angelica Operiano, Vivian Buhain, Ligaya DelRosario, Luningning DeCastro, Luzale Henson, Marissa Operario
Keywords
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- EP ID EP762035
- DOI 10.5281/zenodo.13315633
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