Pourya Borna, born in 1998 in the picturesque city of Marand, Iran. In 2020, Pourya earned a Bachelor of Arts degree in English Language Translation from Payame Noor University, showcasing an early commitment to language and communication. And, he earned a Master of Arts degree in English Language Teaching (ELT) at Payame Noor University, Tabriz branch, Iran, in 2024. Pourya's academic pursuits align with his profound interest in Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), Blended Learning, Flipped Models, and Online Learning. He aspires to explore and innovate in these areas, seeking ways to effectively integrate technology into language teaching and learning methodologies.
This experiment is intended to determine the consequences of two artificial intelligence writing ... more This experiment is intended to determine the consequences of two artificial intelligence writing assistance tools, namely ProWritingAid and Grammarly, on the writing proficiency of Iranian Intermediate EFL learners. Additionally, the study seeks to ascertain which of these tools, ProWritingAid or Grammarly, exerts a more substantial influence on the writing competency of EFL pupils. A quasi-experimental study design was utilized. Through the Oxford Placement Test, a sample of 96 male students was selected from two private language institutes located in Marand, Iran. Two experimental groups and a control group were formed using a non-random allocation method. Each experimental group utilized one of the artificial intelligence writing aid technologies. Subsequently, an eight-session treatment phase was conducted. Then, one-way ANOVA was adopted to evaluate the results of the writing posttest and it pointed out that both experimental groups accomplished exceedingly well compared to the control group. In addition, it was observed that the group that utilized Grammarly exhibited significantly better performance in comparison to the group that used ProWritingAid. The study's conclusions have major ramifications for educators, language learners, and artificial intelligence writing aid technology developers. Educators have the opportunity to employ artificial intelligence driven writing assistance tools for the purpose of delivering prompt and customized feedback to students.
International Journal of Research in English Education (IJREE), Jun 20, 2023
The present quasi-experimental investigation examines how well Grammarly promotes EFL students' w... more The present quasi-experimental investigation examines how well Grammarly promotes EFL students' writing in Iran. The process of selecting seventy male learners was non-random. Out of a total of 70 learners, a group of 43 students at the intermediate level was selected through OPT results. The study employed a non-random assignment of participants into two groups, namely the experimental group (N = 22) and the control group (N = 21). Subsequently, the experimental group went through treatment using the Grammarly tool, whereas the control group received traditional instruction. Following the completion of eight treatment sessions, the participants received a post-test in writing. Two raters assessed the writing tests according to the Jacobs' ESL Composition Profile which was served as the standard for evaluating the writings of the students. The gathered data were analyzed through the utilization of an independent sample t-test in the SPSS software. The research findings indicated that Iranian EFL students' writing performance was significantly influenced by Grammarly. Hence, the utilization of Grammarly has the potential to enhance the level of Iranian EFL students' ability to write. The researcher expects that this investigation will yield additional insights into this matter and that educators will apply the knowledge gained from this study to enhance their students' writing proficiencies.
Proficiency in writing is considered a crucial component of language acquisition in the English l... more Proficiency in writing is considered a crucial component of language acquisition in the English language. Various tactics are suggested for addressing the obstacles encountered by those learning English as a Second Language or English as a Foreign Language. Hence, the objective of this study is to provide a comprehensive literature analysis on prior research about the correlation and influence of two variables, namely critical thinking and self-esteem, on students' English writing proficiency. The purpose is to investigate if these variables substantially affect writing performance. Based on the results, a significant proportion of the papers were carried out in Asian nations. Most research on the subject has shown that teachers and students in English as a Second Language/English as a Foreign Language writing situations have generally shown a good reception towards critical thinking and self-esteem. Numerous researchers have highlighted the need to incorporate critical thinking and self-esteem into English teaching and learning. This pedagogical method has allowed English language practice within English as a Second Language or as a Foreign Language. Ultimately, it is recommended to use this methodology for English composition instruction since it can potentially cultivate students' aptitude in written expression.
International Journal of Teachers and Students, Modarese Bartar Quarterly, Sep 29, 2023
Proficiency in writing is considered a crucial component of language acquisition in the English l... more Proficiency in writing is considered a crucial component of language acquisition in the English language. Various tactics are suggested for addressing the obstacles encountered by those learning English as a Second Language or English as a Foreign Language. Hence, the objective of this study is to provide a comprehensive literature analysis on prior research about the correlation and influence of two variables, namely critical thinking and self-esteem, on students' English writing proficiency. The purpose is to investigate if these variables substantially affect writing performance. Based on the results, a significant proportion of the papers were carried out in Asian nations. Most research on the subject has shown that teachers and students in English as a Second Language/English as a Foreign Language writing situations have generally shown a good reception towards critical thinking and self-esteem. Numerous researchers have highlighted the need to incorporate critical thinking and self-esteem into English teaching and learning. This pedagogical method has allowed English language practice within English as a Second Language or as a Foreign Language. Ultimately, it is recommended to use this methodology for English composition instruction since it can potentially cultivate students' aptitude in written expression.
This experiment is intended to determine the consequences of two artificial intelligence writing ... more This experiment is intended to determine the consequences of two artificial intelligence writing assistance tools, namely ProWritingAid and Grammarly, on the writing proficiency of Iranian Intermediate EFL learners. Additionally, the study seeks to ascertain which of these tools, ProWritingAid or Grammarly, exerts a more substantial influence on the writing competency of EFL pupils. A quasi-experimental study design was utilized. Through the Oxford Placement Test, a sample of 96 male students was selected from two private language institutes located in Marand, Iran. Two experimental groups and a control group were formed using a non-random allocation method. Each experimental group utilized one of the artificial intelligence writing aid technologies. Subsequently, an eight-session treatment phase was conducted. Then, one-way ANOVA was adopted to evaluate the results of the writing posttest and it pointed out that both experimental groups accomplished exceedingly well compared to the control group. In addition, it was observed that the group that utilized Grammarly exhibited significantly better performance in comparison to the group that used ProWritingAid. The study's conclusions have major ramifications for educators, language learners, and artificial intelligence writing aid technology developers. Educators have the opportunity to employ artificial intelligence driven writing assistance tools for the purpose of delivering prompt and customized feedback to students.
International Journal of Research in English Education (IJREE), Jun 20, 2023
The present quasi-experimental investigation examines how well Grammarly promotes EFL students' w... more The present quasi-experimental investigation examines how well Grammarly promotes EFL students' writing in Iran. The process of selecting seventy male learners was non-random. Out of a total of 70 learners, a group of 43 students at the intermediate level was selected through OPT results. The study employed a non-random assignment of participants into two groups, namely the experimental group (N = 22) and the control group (N = 21). Subsequently, the experimental group went through treatment using the Grammarly tool, whereas the control group received traditional instruction. Following the completion of eight treatment sessions, the participants received a post-test in writing. Two raters assessed the writing tests according to the Jacobs' ESL Composition Profile which was served as the standard for evaluating the writings of the students. The gathered data were analyzed through the utilization of an independent sample t-test in the SPSS software. The research findings indicated that Iranian EFL students' writing performance was significantly influenced by Grammarly. Hence, the utilization of Grammarly has the potential to enhance the level of Iranian EFL students' ability to write. The researcher expects that this investigation will yield additional insights into this matter and that educators will apply the knowledge gained from this study to enhance their students' writing proficiencies.
Proficiency in writing is considered a crucial component of language acquisition in the English l... more Proficiency in writing is considered a crucial component of language acquisition in the English language. Various tactics are suggested for addressing the obstacles encountered by those learning English as a Second Language or English as a Foreign Language. Hence, the objective of this study is to provide a comprehensive literature analysis on prior research about the correlation and influence of two variables, namely critical thinking and self-esteem, on students' English writing proficiency. The purpose is to investigate if these variables substantially affect writing performance. Based on the results, a significant proportion of the papers were carried out in Asian nations. Most research on the subject has shown that teachers and students in English as a Second Language/English as a Foreign Language writing situations have generally shown a good reception towards critical thinking and self-esteem. Numerous researchers have highlighted the need to incorporate critical thinking and self-esteem into English teaching and learning. This pedagogical method has allowed English language practice within English as a Second Language or as a Foreign Language. Ultimately, it is recommended to use this methodology for English composition instruction since it can potentially cultivate students' aptitude in written expression.
International Journal of Teachers and Students, Modarese Bartar Quarterly, Sep 29, 2023
Proficiency in writing is considered a crucial component of language acquisition in the English l... more Proficiency in writing is considered a crucial component of language acquisition in the English language. Various tactics are suggested for addressing the obstacles encountered by those learning English as a Second Language or English as a Foreign Language. Hence, the objective of this study is to provide a comprehensive literature analysis on prior research about the correlation and influence of two variables, namely critical thinking and self-esteem, on students' English writing proficiency. The purpose is to investigate if these variables substantially affect writing performance. Based on the results, a significant proportion of the papers were carried out in Asian nations. Most research on the subject has shown that teachers and students in English as a Second Language/English as a Foreign Language writing situations have generally shown a good reception towards critical thinking and self-esteem. Numerous researchers have highlighted the need to incorporate critical thinking and self-esteem into English teaching and learning. This pedagogical method has allowed English language practice within English as a Second Language or as a Foreign Language. Ultimately, it is recommended to use this methodology for English composition instruction since it can potentially cultivate students' aptitude in written expression.
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