Mobile-assisted Grammar Exercises: Effects on Self-editing in L2 Writing

Zhi Li, Iowa State University Volker Hegelheimer, Iowa State University In this paper, we report on the development and implementation of a web-based mobile application, Grammar Clinic, for an ESL writing class. Drawing on insights from the interactionist approach to Second Language Acquisition (SLA), the Noticing Hypothesis, and mobile-assisted language learning (MALL), Grammar Clinic was designed as a series of outside-class grammar exercises in the format of sentence-level error identification and correction. 19 intermediate level ESL students at a large Midwestern American university used this mobile application in an English academic writing class during a 16-week semester. A mixed methods approach was chosen to investigate (a) the effect of Grammar Clinic on the efficacy of ESL students’ self-editing as well as (b) their perceptions of this mobile application as a tool to improve their English writing. Our analyses show that students’ performance on Grammar Clinic assignments reflects their progress in selfediting. This progress is seen in the positive correlation of the students’ Grammar Clinic performance with their gains on a grammar post-test, an increase of self-editing corrections, and a reduction in errors in the final drafts of two major paper assignments. The impact of this web-based mobile application was documented using qualitative data that considered the students’ use of and perception of Grammar Clinic.