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https://rsuir-library.rsu.ac.th/handle/123456789/3416| Title: | Implementing the use of google translate with grammarly to enhance Thai upper secondary school students English writing ability |
| Authors: | Nicha Kitbamrung |
| metadata.dc.contributor.advisor: | Sumalee Chinokul |
| Keywords: | English language -- Writing -- Study and teaching;Machine translating;Educational technology |
| Issue Date: | 2025 |
| Publisher: | Rangsit University. Library |
| metadata.dc.description.other-abstract: | Correcting translation errors from Thai to English in machine translation outputs poses a significant challenge for Thai upper secondary school students. One potential solution is the integration of Google Translate with Grammarly, an AI powered post-editing tool, into Thai EFL writing instruction. This study aims to (1) identify common writing errors made by Thai upper secondary students when using Google Translate to translate from Thai to English, (2) examine the impact of training in the combined use of Google Translate and Grammarly on students’ writing performance, and (3) explore students’ perceptions following the training. The research was conducted at a government school in Chiang Mai, Northern Thailand, using a pretest-posttest design with a sample of 18 tenth-grade students majoring in Arts English. Data were collected through pre- and post-writing tests, questionnaires, and a post-training survey. The intervention involved instructional sessions focused on the effective use of Google Translate in conjunction with Grammarly. The results indicated that the students’ pre-tests revealed eleven common types of writing errors: noun agreement, pronouns, determiners, prepositions, reference, word choice, wordy or unclear sentences, verb forms, conjunctions, maintaining a polite or professional tone, and punctuation (the least frequent). Following the training, students demonstrated statistically significant improvement in their post-writing test scores at the 0.05 level, reflecting enhanced writing performance and reduced translation-related errors. Additionally, most participants expressed positive attitudes toward the training, reporting increased writing confidence and recognition of the instructional value of integrating Google Translate with Grammarly. Pedagogical implications emerged, including the continued complexity of implementing a translanguaging-informed approach in Thai-English teacher-student interactions. Despite these encouraging outcomes, the study noted several limitations, such as the small sample size and time lost due to technical setup. These findings represent an initial step toward further research on the long-term impacts of AI-assisted writing instruction, the adaptability of AI tools across diverse linguistic and educational contexts, the broader role of AI in developing other English language skills in EFL environments, and the ethical considerations associated with increasing reliance on AI technologies |
| Description: | Thesis (M.Ed. (Bilingual Eduaction and English Language Teaching)) -- Rangsit University, 2024 |
| metadata.dc.description.degree-name: | Master of Education |
| metadata.dc.description.degree-level: | Master's Degree |
| metadata.dc.contributor.degree-discipline: | Bilingual Education and English Language Teaching |
| URI: | https://rsuir-library.rsu.ac.th/handle/123456789/3416 |
| metadata.dc.type: | Thesis |
| Appears in Collections: | EDU-Bil-M-Theses |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| NICHA KITBAMRUNG.pdf | 7.36 MB | Adobe PDF | View/Open |
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