“Grammarly and QuillBot in supporting a deaf English learner’s writing academic task”
The research focused on analyzing the use of Grammarly and QuillBot to support the academic writing tasks of a deaf English student at Technical University of Cotopaxi between April and August 2023. A qualitative approach with descriptive methodology was employed to thoroughly explore participants&#...
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| Natura: | bachelorThesis |
| Lingua: | eng |
| Pubblicazione: |
2024
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| Accesso online: | http://repositorio.utc.edu.ec/handle/27000/11814 |
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Aggiungi Tag | Riassunto: | The research focused on analyzing the use of Grammarly and QuillBot to support the academic writing tasks of a deaf English student at Technical University of Cotopaxi between April and August 2023. A qualitative approach with descriptive methodology was employed to thoroughly explore participants' perceptions regarding the use of these two technological tools. Data collection methods included interviews and written tasks completed by the deaf student, with the assistance of a sign language interpreter. The interview data were subjected to thematic analysis, while the written tasks were evaluated using rubrics, and finally, a comparison table was used to differentiate the positive and negative aspects of the before and after use of Grammarly and QuillBot in the paraphrasing task. The results of the interview revealed the challenges that deaf students present in written academic tasks such as word meaning, confusion in English comprehension, and problems in sentence formation. The interview also provided positive and negative perceptions regarding Grammarly and QuillBot. As a negative aspect highlighted the low knowledge that the deaf student had with the use of these technological tools. As positive aspects the student provided opinions regarding the properties that Grammarly and QuillBot offered such as the correction of words the correction of grammatical structures, variety of synonyms and paraphrasing. She highlighted the effectiveness of QuillBot in academic writing tasks by using synonymous and the quality of sentences in the tasks. Recommendations were made for the implementation of programs and workshops to enhance the writing skills of deaf English students and promote the integration of these technologies to facilitate inclusive education and improve writing skills within this distinctive academic context. |
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