Utilising Grammar Checking Software within the Framework of Differentiated Language Teaching

Abstract

Grammar has always been a vital part of language teaching. Nowadays, in order for educators to support the students' learning needs, teaching approaches utilizing digital tools and differentiation seem to be of particular educational importance. Therefore, the goal of the current study is to investigate the role of digital tools and specifically of the grammar checking software (Neurolingo's "Greek Grammar Checker") in students' linguistic/grammar competence during a differentiated teaching approach. Specifically, the study explores whether the Grammar Checker supports more effectively the text production of high or average/low ability students in the framework of a differentiated teaching strategy (R.A.F.T.) as well as their beliefs towards the kind of support they received by the specific tool. The participants are high school students who attended the Experimental School of a Greek university (University of Patras) for the school year 2018-2019. Data analysis included the categorization of the participants' errors in the differentiated writing task as well as quantitative and qualitative analysis of their beliefs in relation to their competence level. Main findings suggest that high ability students, despite the fact that they made more mistakes, accepted the Grammar Checker's suggestions more willingly. Additionally, all students' groups seem to have an overall positive disposition towards the Grammar Checker reporting mainly the modernization of language teaching and the psychological boost it offers. Implications for the effective use of digital tools in differentiating language teaching regarding various ability groups are discussed.