2,789 research outputs found
Exploring Artificial Intelligence using Automated Writing Evaluation for Writing Skills
This study aims to investigate the effectiveness of AI software which is Automated Writing Evaluation (AWE) in detecting grammatical errors in improving writing skills among Malaysian public university students and examine their perceptions of AI software in improving writing skills. The findings of this study show the positive perceptions of students towards the implementation of AWE. The study provided implications for the effective use of AI software (AWE) in ESL writing classrooms. Finally, future researchers are expected to conduct research on a similar topic to enhance the impact and significance of this study.
Keywords: Technology application, Artificial Intelligence, writing skills, automated writing evaluation
eISSN: 2398-4287© 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peerâreview under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
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Using corpora for language teaching and assessment in L2 writing: A narrative review
Corpora have primarily been used in linguistic research, but they have not yet become a pedagogical mainstay of language teaching and assessment practices. Therefore, this narrative review paper aimed to inform practitioners and researchers by examining the advantages and disadvantages of data-driven learning and exploring the use of corpora in foreign language teaching, particularly in writing. Specifically, the goals of this paper include: (1) elucidating what data-driven learning is and its potential to shape the learning experience, (2) explaining and exemplifying how learner corpora can guide EFL learners with particular attention to academic writing, and (3) providing insights into the indirect uses of corpora in teaching and assessing academic writing in L2. The review has met its objectives by presenting evidence compiled from the results of corpus-related studies and references to the use of corpus in language instruction
AN ERROR ANALYSIS OF STUDENTSâ PERSONAL WRITING RECOUNT TEXT AT THE EIGHT GRADE STUDENTS OF MTs. ANNIDHOMIYAH CIREBON
Iim Imlakiyah. 14111310026. AN ERROR ANALYSIS OF STUDENTSâ PERSONAL
WRITING RECOUNT TEXT AT THE EIGHT GRADE STUDENTS OF MTs.
ANNIDHOMIYAH CIREBON (QUALITATIVE RESEARCH)
This study is carried out to analyze the most common errors and causes of studentsâ
personal writing recount text made by the eighth grade student of MTs. Annidhomiyah
Cirebon. This study is qualitative research. The data is presented in descriptive analysis. The
technique of collecting the data is analysis the result of test personal writing recount text
which made by the students and student interview. The respondents of this study are 10
students of the eight grade of Junior High School that taken by random sampling.
Based on the findings, the common errors are found in studentsâ personal writing
recount text is omission, addition, misinformation, and misordering. Meanwhile the cause
errors of studentsâ are divided into four categories which are interlingual transfer, intralingual
transfer, context of learning and the last is communication strategy.
The result of this study shows the common errors that made by students is
misinformation. The number of the highest of errors is 60% which the total of error is 109.
The second error is omission which the percentage of errors is 22% with the number of error
is 40. Then the third common error is addition which the percentage of errors is 11% with the
total of error is 21. The lowest error is misordering which the number of error is 7% with the
total is 12 errors.
Based on the total result common of errors, the writer find the number of causes errors
that made by student in their personal writing recount text. They are intralingual transfer has
46% or 106. Next cause of errors is communication strategy which has 30 % or 68. Context of
learning is the third causes with the total number 14% or 31 error. The last is intrerlingual
transfer which has 10% or 25 errors.
The results of this study are important to the learning process of English. This study
gives information about the ability of the students when they make writing especially in
personal writing recount text and to know the difficulties faced by the student in writing
personal recount text. The errors that appear in this study can help the teacher to decide
strategies in teaching learning activities and for the learners can help them to know their
weakness in writing personal recount text in order to they will not make same errors.
Key words: error analysis, personal writing recount text, MTs. Annidomiyah Cirebo
AN ERROR ANALYSIS OF STUDENTSâ PERSONAL WRITING RECOUNT TEXT AT THE EIGHT GRADE STUDENTS OF MTs. ANNIDHOMIYAH CIREBON (QUALITATIVE RESEARCH)
Iim Imlakiyah. 14111310026. AN ERROR ANALYSIS OF STUDENTSâ PERSONAL
WRITING RECOUNT TEXT AT THE EIGHT GRADE STUDENTS OF MTs.
ANNIDHOMIYAH CIREBON (QUALITATIVE RESEARCH)
This study is carried out to analyze the most common errors and causes of studentsâ
personal writing recount text made by the eighth grade student of MTs. Annidhomiyah
Cirebon. This study is qualitative research. The data is presented in descriptive analysis. The
technique of collecting the data is analysis the result of test personal writing recount text
which made by the students and student interview. The respondents of this study are 10
students of the eight grade of Junior High School that taken by random sampling.
Based on the findings, the common errors are found in studentsâ personal writing
recount text is omission, addition, misinformation, and misordering. Meanwhile the cause
errors of studentsâ are divided into four categories which are interlingual transfer, intralingual
transfer, context of learning and the last is communication strategy.
The result of this study shows the common errors that made by students is
misinformation. The number of the highest of errors is 60% which the total of error is 109.
The second error is omission which the percentage of errors is 22% with the number of error
is 40. Then the third common error is addition which the percentage of errors is 11% with the
total of error is 21. The lowest error is misordering which the number of error is 7% with the
total is 12 errors.
Based on the total result common of errors, the writer find the number of causes errors
that made by student in their personal writing recount text. They are intralingual transfer has
46% or 106. Next cause of errors is communication strategy which has 30 % or 68. Context of
learning is the third causes with the total number 14% or 31 error. The last is intrerlingual
transfer which has 10% or 25 errors.
The results of this study are important to the learning process of English. This study
gives information about the ability of the students when they make writing especially in
personal writing recount text and to know the difficulties faced by the student in writing
personal recount text. The errors that appear in this study can help the teacher to decide
strategies in teaching learning activities and for the learners can help them to know their
weakness in writing personal recount text in order to they will not make same errors.
Key words: error analysis, personal writing recount text, MTs. Annidomiyah Cirebo
AutoOC: Automated multi-objective design of deep autoencoders and one-class classifiers using grammatical evolution
One-Class Classification (OCC) corresponds to a subclass of unsupervised Machine Learning (ML) that is valuable when labeled data is non-existent. In this paper, we present AutoOC, a computationally efficient Grammatical Evolution (GE) approach that automatically searches for OCC models. AutoOC assumes a multi-objective optimization, aiming to increase the OCC predictive performance while reducing the ML training time. AutoOC also includes two execution speedup mechanisms, a periodic training sampling, and a multi-core fitness evaluation. In particular, we study two AutoOC variants: a pure Neuroevolution (NE) setup that optimizes two types of deep learning models, namely dense Autoencoder (AE) and Variational Autoencoder (VAE); and a general Automated Machine Learning (AutoML) ALL setup that considers five distinct OCC base learners, specifically Isolation Forest (IF), Local Outlier Factor (LOF), One-Class SVM (OC-SVM), AE and VAE. Several experiments were conducted, using eight public OpenML datasets and two validation scenarios (unsupervised and supervised). The results show that AutoOC requires a reasonable amount of execution time and tends to obtain lightweight OCC models. Moreover, AutoOC provides quality predictive results, outperforming a baseline IF for all analyzed datasets and surpassing the best supervised OpenML human modeling for two datasets.- (undefined
The Use of Grammarly in the Academic Writing of Undergraduate Students: Advantages, Weaknesses, and Challenges (Systematic Review)
The fact that "Grammarly" is one of the available online grammar checkers has had a quick influence on technological development. The purpose of this study was to examine the benefits, drawbacks, and difficulties of utilizing Grammarly in an academic writing course. This study used qualitative library research. The data was collected from 10 relevant articles on Google Scholar with the keyword "Grammarly, Academic Writing, and undergraduate students". The main issues addressed in this study were the benefits, weaknesses, and challenges of Grammarly in the period from 2019 to 2023 The result showed that there were six categories of advantages in using Grammarly, they were to check correctness, clarity, engagement, delivery, plagiarism, and convenience. On the contrary, the weaknesses of Grammarly were it could not be accessed without an internet connection; it needed stability of electricity and an internet connection, it needed high-speed internet connectivity to access the complete feature; it was ineffective to use Grammarly in another connected platform; it was incomplete service of free version, while it needed to pay to access the premium one; and it could not identify some proer noun. Â In conclusion, applying Grammarly is recommended because it enhanced studentsâ writing skills for students at university, especially in Academic Writing Course
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