ISSN: 2226-6348
Open access
This study aims to investigate the effectiveness of Trinka software in enhancing students writing quality among twenty two semester three students of Bachelor in Applied English Language of Kolej University Poly-Tech MARA Kuala Lumpur. The researchers collected students’ first and revised drafts and the data were analysed using SPSS. The paired sample t-test revealed that there was a significant difference in the mean score of the first and revised drafts. This suggested that the students’ writing quality improved upon getting feedback on their grammar errors from Trinka. The software is shown to assist students in reducing errors especially in language use (grammar) and mechanics of writing (spelling and punctuation). However, the improvement of students’ writing quality cannot be directly attributed to the types of changes they made. The study further revealed that the students produced high percentage of Subject-Verb-Agreement errors in their writing. The data collected from the questionnaire also shows that the students in this study demonstrated positive attitudes towards the use of Trinka in their Research Writing classroom. This research provides educators with an alternative assessment for students’ writing that promotes autonomous learning.
Andrade, H. L. (2019). A critical review of research on Student Self-Assessment. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00087
Ariyanto, M. S., Mukminatien, N., & Tresnadewi, S. (2021). College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class. Jurnal Pendidikan Ilmu (JIP) , 41-51.
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191–205. https://doi.org/10.1016/j.jslw.2005.08.001
Burston, J. (2008). BonPatron: An online spelling, grammar, and expression checker. CALICO Journal,25(2),337–347.Retrievedfrom http://journals.equinoxpub.com/index.php/CALICO/article/view/23116
Cavaleri, M., & Dianati, S. (2016). You want me to check your grammar again? The usefulness of an online grammar checker as perceived by students. Journal of Academic Language and Learning, 10(1), A223-A236–A236.
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms. Journal of Practical Studies in Education, 2(2), 25-36. https://doi.org/10.46809/jpse.v2i2.20
Faber, J., & Fonseca, L. M. (2014). How sample size influences research outcomes. Dental press journal of orthodontics, 19(4), 27–29. https://doi.org/10.1590/2176-9451.19.4.027-029.ebo
Ferris, D. and Hedgcock, J. (2005). Teaching ESL Composition (2nd Ed.) Mahwah, NJ.: Lawrence Erlbaum Associates Publishers
Govindasamy, S. (1994). The Effect of Contrastive Grammar Instruction of Clarity and Coherence in the Writings of Malay ESL College Students. PhD Thesis, The State University of New Jersey, The Graduate School of Education.
Gain, A., Rao, M., & Bhat, K. S. (2019). Usage of grammarly - online grammar and spelling checker tool at the health sciences library, Manipal Academy of Higher Education, Manipal: A Study. Library Philosophy and Practice, 2019.
Harji, M. B., Balakrishnan, K., Bhar, S. K., & Letchumanan, K. (2015). Vocabulary Levels and Size of Malaysian Undergraduates. English Language Teaching, 119-130.
Hartono. (2018). The effectiveness of grammar correction to improve students’ writing. November.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Hoang, G. T. L., & Kunnan, A. J. (2016). Automated essay evaluation for English language learners: A case study of MY Access. Language Assessment Quarterly, 13(4), 359–376. http://dx.doi.org/10.1080/15434303.2016.1230121
Hosseiny, M. (2014). The Role of Direct and Indirect Written Corrective Feedback in Improving Iranian EFL Students’ Writing Skill. Procedia - Social and Behavioral Sciences, 98, 668–674. https://doi.org/10.1016/j.sbspro.2014.03.466
Iwan, P., & Muthia, F. (2019). Online Grammar Checkers and their Use for EFL Writing. Journal
of English Teaching, Applied LInguistics and Literature (JETALL).
Jayavalan, K., & Razali, A. B. (2018). Effectiveness of Online Grammar Checker to Improve Secondary Students’ English Narrative Essay Writing. International Research Journal of Education and Sciences (IRJES), Vol. 2 (Issue 1).
Keh, C. L. (1990). Feedback in the writing process: a model and methods for implementation. ELT Journal, 44(4), 294–304. https://doi.org/10.1093/elt/44.4.294
Khalilzadeh, J., & Tasci, A. D. A. (2017). Large sample size, significance level, and the effect size: Solutions to perils of using big data for academic research. Tourism Management, 62, 89–96. https://doi.org/10.1016/j.tourman.2017.03.026
Lailika, H. I. (2019). Students’ Peceptions of The Use of Grammarly as an Online Grammar Checker in Thesis Writing. http://digilib.uinsby.ac.id/34607/
McCarthy, K. S., Roscoe, R. D., Likens, A. D., & McNamara, D. S. (2019). Checking it twice: Does adding spelling and grammar checkers improve essay quality in an automated writing tutor? Lecture Notes in Computer Science, 270–282. https://doi.org/10.1007/978-3-030-23204-7_23
Radi, O. B. (2015). Studies Relating To Computer Use Of Spelling And Grammar Checkers And Educational Achievement. 12th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2015).
O’Neill, R., & Russell, A. M. T. (2019). Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly. Australasian Journal of Educational Technology, 35(1), 42–56. https://doi.org/10.14742/ajet.3795
Singh, C. K., Singh, A. K., Abdul Razak, N. Q., & Ravintar, T. (2017). Grammar Errors Made by ESL Tertiary Students in Writing. English Language Teaching, pp. 16-27.
Swatevacharkul, R., & Boonma, N. (2020). Learner Autonomy: Attitudes of Graduate Students in English Language Teaching Program in Thailand. Language Education and Acquisition Research Network Journal, Volume 13(Issue 2).
In-Text Citation: (Wasli et al., 2022)
To Cite this Article: Wasli, S., Asif, M. F. M., Halim, S. H., Azmal, N. M., & Rusli, N. S. I. (2022). Effectiveness of Trinka in Enhancing Students’ Writing Quality. International Journal of Academic Research in Progressive Education and Development, 11(3), 1798–1809.
Copyright: © 2022 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode