THE APPLICATION OF AUTOMATED FEEDBACK (GRAMMARLY) INTEGRATED IN LEARNING MANAGEMENT SYSTEM FOR TEACHING ENGLISH FOR SPECIFIC PURPOSES WRITING SKILLS

Abstract

This study explores the effectiveness of learning management system -based feedback in improving writing performance in English for specific purposes courses. The research compares automated feedback generated through Grammarly with instructor feedback delivered via the same learning management system platform. A quasi-experimental design was applied with 60 fourth-year students majoring in military studies divided into two groups. The experimental group received instant automated feedback, while the control group received instructor feedback within 48 hours. Writing performance was assessed through pre- and post-tests focusing on grammar, technical vocabulary, and coherence. Results showed greater improvement in the experimental group, especially in grammar and English for specific purposes lexis (+ 1.2 points each), with an average feedback turnaround of 1.8 hours versus 46.2 hours in the control group. Survey responses indicated higher satisfaction, motivation, and confidence among students who received automated feedback. The findings suggest that learning management system-integrated automated writing evaluation tools are a practical and efficient solution for enhancing English for specific purposes writing in large-class contexts.