The Effect of ProWritingAid Writing Tool on the Writing Skills of English as a Foreign Language (EFL) Students: A Systematic Literature Review

Komang Devi Damayanti, Made Hery Santosa

Abstract


This systematic review aims to analyze and summarize previous studies on The Effect of the ProWritingAid writing tool on the writing skills of English as a foreign language (EFL) Students, seeking to understand how this tool can enhance writing quality, and reduce writing anxiety. The use of technological advancement has significantly influenced education, especially in the development of writing skills among students learning EFL. Writing is one of the essential skills integrated with reading, grammar, and vocabulary, but it remains a significant challenge for many learners. Various digital tools or writing aids, like ProWritingAid, offer potential solutions by providing comprehensive feedback on writing. This systematic literature review aims to examine Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), relevant studies published between 2019 and 2024 were identified through Google Scholar using keywords related to writing tools and ProWritingAid. This review analyses 12 journal articles. The review revealed consistent positive outcomes related to the use of ProWritingAid, showing that this tool is effective in improving grammar, spelling, sentence structure, and overall writing quality. It also helps reduce writing anxiety and promotes independent learning. The important findings include its ability to detect and correct errors, provide readability assessments, and offer detailed feedback on the writing skills of EFL students.

Keywords


Efl students; Prowritingaid; Writing tool

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References


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DOI: https://doi.org/10.17509/ijomr.v4i2.78943

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