Experiencias de escritura en inglés con retroalimentación de Grammarly y del profesor en estudiantes con diferentes estilos de aprendizaje

Introduction: Writing in English has challenges for learners of a foreign language, such as grammar, cohesion, coherence, and sentence structure. Integrating learning styles and personalized feedback into language instruction can benefit writing skills. Additionally, Grammarly offers feedback that m...

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Detalles Bibliográficos
Autores principales:	Juárez-Díaz, Catalina, Montoya Guzmán, Karime Jaziel, Sánchez Salcido , Adriana, Reyes Alviso , Abdy Salem
Formato:	Digital
Lenguaje:	eng
Publicado:	UNIVERSIDAD ANTONIO NARIÑO 2026
Materias:	English writing feedback learning styles Grammarly emotions Escritura en inglés retroalimentación estilos de aprendizaje emociones
Acceso en línea:	https://revistas.uan.edu.co/index.php/papeles/article/view/2414
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

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Sumario:	Introduction: Writing in English has challenges for learners of a foreign language, such as grammar, cohesion, coherence, and sentence structure. Integrating learning styles and personalized feedback into language instruction can benefit writing skills. Additionally, Grammarly offers feedback that may complement teacher feedback in English instruction. Methodology: This qualitative case study was carried out with a sample consists of ten voluntary EFL high school learners: seven males and three females; aged 16-17, and A2 proficiency. Participants practiced English writing in the summer of 2025 for 33 days. Results and discussions: The results showed that the most common learning style was individual (n=4). They wrote mainly at night. They reported positive emotions (comfort, excitement) and negative emotions (nervousness, confusion) toward Grammarly Feedback, whereas for teacher feedback only positive emotions. Participants (n=6) preferred more teacher over Grammarly feedback regarding their learning styles; they particularly valued oral explanations. Both types of feedback helped them improve their texts. The preference for teacher feedback may reflect the need for explicit explanations required in auditory learning style. Grammarly demonstrated its utility as a learning tool, but inadequate to be used alone at this proficiency level. Conclusions: Learners treated AI feedback as a learning tool while maintaining authorship of their writing. Combining Grammarly with teacher oral and written feedback is recommended for beginner EFL writers. Lastly, it is important to consider learners' affective responses when using AI feedback in foreign language instruction.