ONLINE GRAMMAR CHECKERS VERSUS SELF-EDITING: AN INVESTIGATION OF ERROR CORRECTION RATES AND WRITING QUALITY

Background and Purpose: In order to compete with native speakers, EFL ESL students are under more pressure produce native-like academic papers. This has led reliance on online grammar checkers, but these can be ineffective regards identifying giving feedback particular grammatical forms, phrasing issues relating style. Language learners may not effectively correcting errors. Hence, this study aims examine the effectiveness of one checker, grammarly.com, that self-editing.
 
 Methodology: case employed a descriptive approach data analysis. 199 essays were collected from undergraduates at four universities in Kyushu, dated April, 2019 January, 2020. 99 proofed by an while 100 self-edited. The English proficiency level participants was lower intermediate range (i.e., TOEIC 300 500). checker Grammarly utilized all minimize feedback. analysis data, complexity, accuracy, fluency (CAF) assessed significant changes between first other drafts, types errors produced.
 Findings: Results showed there no differences found terms methods editing, although who checkers had better results. It also shown syntactical complexity either method editing. There fewer committed self-edited, edited drafts errors/100 ratios, error-free clauses, clause ratios. marginal two proofing indicated tools useful for certain errors.
 Contributions: paper argues educators need work editorial process, pedagogical tool help low-proficient L2 learners.
 Keywords: Writing quality, proofing, complexity.
 Cite as: Long, R. (2022). Online versus self-editing: An investigation error correction rates writing quality. Journal Nusantara Studies, 7(1), 441-458. http://dx.doi.org/10.24200/jonus.vol7iss1pp441-458