A Study of Students’ Perceptions and
Experiences of Digital Writing Aids in EFL
Education
COURSE: English for Subject Teachers 91-120, 15 credits WRITER: Marigona Ahmeti
EXAMINER: Jenny Malmqvist SUPERVISOR: Anette Svensson TERM: SPRING 2020
A Study of Students’ Perceptions and Experiences of Digital Writing Aids in EFL Education Marigona Ahmeti
Abstract
The aim of this study is to investigate students’ perceptions and experiences of digital writing aids in order to explore how students perceive that their EFL language
proficiency is impacted by digital writing aids. Semi-structured interviews have been conducted concerning the participants’ perceptions and experiences of digital writing aids and how they perceive that their learning is impacted. Six upper secondary students have been interviewed online. The data is analysed through a sociocultural perspective. The results show that the most common writing aids are grammar-, and
spelling-checkers and the synonym function. The students also have different perceptions of writing aids. Most of the students find writing aids to be helpful and supportive, however, some students believe that writing aids are too helpful. In conclusion, the results and analysis imply that writing aids affect the development of English
proficiency in terms of variety since writing aids help students notice when their writing is too monotonous. It is also concluded that vocabulary is impacted by writing aids, however, it is concluded that the impact on vocabulary is both positive and negative.
Keywords: Writing aids, Sociocultural theory, Automated Writing Evaluation, English as a Foreign Language, Perceptions
Table of Contents
1. Introduction ... 1
2. Background and Previous research ... 2
2.1 Writing Tools and Writing Aids ... 2
2.2 Examples of Writing tools... 2
2.3 Approaches to Teaching the Writing Skill ... 3
2.4 Previous Research ... 4
3. Aim and Research Questions... 6
4. Method... 6
4.1 Participants ... 7
4.2 Interviews ... 8
4.3 Treatment and analysis of data ... 9
4.4 Ethical principles ... 9
5. Theoretical Framework ... 10
5.1 Sociocultural theory ... 10
6. Results and Analysis ... 11
6.1 Which Writing Tools and Writing Aids are Used and Why ... 11
6.2 The Impact of Digital Writing Aids on Learning ... 13
6.2.1 Attitudes and Perceptions ... 13
6.2.2 Learning with Digital Writing Aids ... 17
7. Discussion ... 19
7.1 A Discussion of Writing Aids’ Effect on Developing English Writing Proficiency ... 19
8. Conclusion ... 21 9. References ... 24 10. Appendices ... 26 10.1 Interview guide ... 26 10.2 Interview Anna ... 27 10.3 Interview Brandon... 33 10.4 Interview Celine ... 36 10.5 Interview Diana ... 42 10.6 Interview Erica ... 48 10.7 Interview Felicia ... 51
1.
Introduction
Writing is part of a process that consists of thinking and uncovering thoughts. The process encompasses activities such as to set goals, produce ideas, organise data, decide on appropriate language, writing a draft and then reviewing it, and lastly revising and editing (Hedge 2000, p.302).
According to Burstein, Chodorow and Leacock (2004), the best way to improve students’ writing skills is for them to write, receive feedback and then revise their writing based on the feedback. Hence, this puts a lot of pressure on teachers. Therefore, writing tools that give automated feedback have been developed (p.27).
Upper secondary students in contemporary Sweden have access to computers, writing tools and writing aids to help them in their writing process. Writing aids are frequently being used in English as a foreign language (EFL)1 contexts to improve EFL learners’ texts in upper secondary school (Elliot & Klobucar, 2013, p.18). However, there are discussions regarding the use of writing aids. On the one hand, research claims that writing, no matter the purpose of it, should have human readers, also, writing aids can mislead the writer to concentrate on details rather than the bigger picture (Elliot & Klobucar, 2013, p.18). On the other hand, writing aids are by some considered to be teacher assistant aids that provide feedback and improve students’ writing skills (Wang, Shang & Briody, 2013).
This study intends to examine students’ perceptions of writing aids in Swedish upper secondary EFL learning. The term writing aids refers to aids such as,
synonyms, grammar- and spelling-checkers that are programmed within writing tools.
Writing tools will in this study refer to programs such as word processors and editing programs, for example Microsoft word, Grammarly and Hemingway App. Hence, in this study, there will be a distinction between the terms writing tools and writing aids. This study will primarily focus on writing aids. However, in order to do so, students’ habits
1 The term English as a foreign language (EFL) will in this essay be used to refer to the English taught in the
of writing tools must first be identified, subsequently proceeding to their usage, perceptions and experiences of writing aids.
2. Background and Previous research
The following section will first present information regarding writing tools and writing aids. Second, information regarding various methods to teach writing are suggested. Finally, previous research concerning similar studies are presented in order to place the present study in a larger research context.
2.1 Writing Tools and Writing Aids
Technology has played an essential role in teaching and learning the skill writing since the 1980s when word processing was established as a writing tool. Over the last decade, new writing tools have emerged (Warschauer, 2010, p.3). Writing tools are also known as Automated Writing Evaluation (AWE), meaning that students receive automated feedback and then scroll through their work and stop at highlighted sections indicating that their writing needs revising (Hockly, 2019, p.1).
Cherry (1982) describes writing tools as systems to help writers evaluate their written texts in order to improve them. These systems consist of programs (writing aids) that review essential elements of what constitutes a well-written text, such as surface
features and grammar features (Cherry, 1982, p.100). Surface features measure sentence and word length, word usage and readability. However, grammar features measure spelling errors, superfluous phrases and split infinitives. Essentially, grammar features review the grammar of a text (Cherry, 1982, p.100).
2.2 Examples of Writing tools
Some of the most common writing tools are Microsoft Word, Grammarly and
Hemingway app. The tools Microsoft Word (Word) and Grammarly are relevant for this study and will therefore be explained further.
Grammarly is a 21st century developed AWE program that is designed for helping students improve their texts. It reviews spelling, grammar, contextual and punctuation
errors. It also offers synonyms and in some cases, it proposes how to rewrite a wordy phrase. The writer is also provided with explanations regarding the error, how to avoid making the same error twice and how to correct it (Grammarly, 2017).
Word comes with basic grammar and spelling features, it is mainly and initially designed to write documents, although it has developed and is today well known as a spelling-checker. Word is also different in the manner that it does not offer explanations to why something is wrong. Misspelt words are underlined with a red colour, the colour blue is for contextual error, meaning words that are spelt correctly but used in the wrong context, and lastly green is for grammatical errors, such as subject/word agreement (Goodwill Community Foundation, n.d.)
2.3 Approaches to Teaching the Writing Skill
Two common approaches to teach writing are the product approach and the process
approach (Klimova, 2014, p.147). The differences between the two approaches are that
the product approach usually imitates a model text. The learners’ assignment is to write a similar text. Klimova (2014) states that by using this approach, students understand how the model text is organised and learn to recognize the linguistic features (p.148). Usually, product-oriented writing is individual and concentrates on the finished product (Steele, 2004).
However, the use of the process approach will encourage development of language acquisition (Klimova, 2014, p.148). Recent international research has found that using this approach for teaching writing skills is the most effective method at present (Björk & Räisänen, 2003, p.21). Process-oriented writing covers all the stages that are required to produce an essay (Björk & Räisänen, 2003, p.21). Björk and Räisänen (2003) explain that the process-oriented teaching method includes pre-activities, such as first draft, taking notes and brainstorming. The aim is not to produce perfection instantly, but to write rough drafts and to develop texts by rethinking and editing. The main focus at this point is the content, not grammar and spelling (Björk & Räisänen, 2003, p.22).
Moreover, when students have produced a text, they are given feedback. Finally, the students begin to revise their texts concerning grammar, spelling and structure (Björk & Räisänen, 2003, p.23).
According to the Swedish National Agency for Education [NAE] (2016, p.44), every student in Sweden has access to computers. Therefore, their approach to producing a written text might not only be either process- or product-oriented. Nordmark (2014, p.164) states that students are told to use a more process-oriented approach where they plan their writing process. However, it is noted that due to computers and writing aids, students begin to write their texts without an outline. Because of writing aids, the students change their texts continuously as they are writing. This is because writing aids suggest changes and acknowledge errors (Nordmark, 2014, p.164).
By using the Teacher Modelling Cycle (TMC), students receive automated feedback concerning their grammar and overall language use (Holmberg, 2017, p.2342). This indicates that the pre-activities, that were also mentioned by Björk and Räisänen (2003), merge with the actual writing process (Nordmark, 2014, p.164-165). Moreover, students have become increasingly dependent on writing tools such as word processors, and the writing aids within the writing tools (Darus & Ismail, 2008a, p.77).
There have been numerous debates on whether or not teachers should adopt a corrective feedback method in order to improve EFL learning (Yilmaz & Erkol, 2015). Bruton (2009), and Truscott (2007) argue that students should not write in order to improve their accuracy. Both claim that correcting grammar in EFL learning consequently leads to students being prevented from developing their skills in the target language.
2.4 Previous Research
Darus and Ismail (2008b) conducted a study in Malaysia in order to investigate Arab postgraduate students’ attitudes towards word processing in EFL learning. Their results reveal that most of the postgraduate students were positive towards using word
processors when writing in English. They also state that writing tools and writing aids help students focus on word choice and grammatical elements of a text (p.313). Also, Darus and Ismail (2008b) note that Arabic postgraduate students believe that writing aids motivate them to write in English, and therefore students experience that their writing improves.
Moreover, a study made in Turkey, in an EFL context aimed to examine if there is a difference between texts written with paper and pen, and texts that are written with the help of digital writing tools (Ylmaz & Erkol, 2015). The participants were divided into two different groups, control group and experimental group. Prior to the study, the participants engaged in a pre-test to determine possible proficiency differences between the two groups (Ylmaz & Erkol, 2015, p.351). The participants were assigned to write a paragraph and the teacher was then asked to assess the students’ paragraphs using a scoring system. The pre-test showed no significant differences in proficiency between the groups. Afterwards, the experimental group was allowed to use technology in their writing process, while the control group only had access to pencil and paper. The students were asked to produce drafts throughout the study and receive feedback from peers and teachers. Moreover, when the pre-test and post-test results were compared, results revealed a significant difference between the groups in the post-test. The experimental group that used writing tools performed better (Yilmaz & Erkol, 2015,p.352). The findings in this study indicate that writing tools lead to significant improvements in students’ writing. Yilmaz and Erkol (2015, p.356) argue that
implemented writing tools in EFL contexts affect students’ performance and language development when writing. Also, a more positive attitude towards EFL writing was acknowledged. It is also noted that students experience a reduced workload due to digital aids such as grammar checker (Yilmaz & Erkol, 2015, p.356).
A study conducted in Ecuador for eight weeks in an EFL context investigated the effect of AWE tools on students’ writing performance (Parra & Calero, 2019, p.213). The study consisted of 28 students who were randomly divided into two groups. Each group worked with one writing tool, either Grammarly or Grammark. First, the students were given a pre-test to measure their overall language proficiency. Second, the students were asked to write shorter texts using one of the tools. Third, the students were given a post-test. Finally, the texts were obtained and analysed and then compared to the pre- and post-tests (Parra & Calero, 2019, p.213).
The results from the pre-test show that the students performed somewhat similar in writing without implementing AWE tools. After the AWE tools were implemented, the students were given a post-test. Parra and Calero (2019, p.216) claim that the tools help students identify errors in their writing style and grammar. Students were, according to
Parra and Calero (2019 , p.217), more encouraged to edit their texts due to the immediate feedback that writing tools contribute with. Supposedly, students became more aware of their errors. This was supported by the post-test, which showed fewer errors made by the students (Parra & Calero,2019, p.217).
The studies presented above provide this research paper with information regarding the differences between using digital tools and not using digital tools in an EFL context. In light of this, the present study focuses on how Swedish students perceive that digital writing aids affect their EFL development.
3. Aim and Research Questions
The study aims to investigate students’ perceptions and experiences of digital writing aids in order to explore how students perceive that their EFL language proficiency is impacted by digital writing aids.
• Do the participating students use writing aids? If so, which writing aids and how are they used?
• How do the participating students experience that their learning has been impacted by the writing aids that are offered today within the English classroom in Sweden? • How do the results imply that writing aids could be used to develop English writing
proficiency?
4. Method
The study is conducted through interviews with upper secondary students. The reason for using a qualitative approach is to investigate students’ experiences and perspectives (Hammarberg et al., 2016, p.499).
The structure is as follows: First the participants are presented, second the structure of the interviews is introduced and information regarding how the data is processed and analysed is included. Finally, the ethical principles of conducting this study are presented and discussed.
4.1 Participants
The participants in this study are six upper secondary students who were interviewed online via Skype regarding their experiences and perceptions of digital writing aids. Teachers were contacted in order to ask their students if they were interested in an online interview, hence their E-mail addresses were shared and information was distributed to the students. Interviews lasted approximately 25 minutes each and were recorded with a smartphone. The interview questions and the transcriptions of the interviews are included in the appendices.
The participants are given other names to assure anonymity. The pseudonyms are given in a specific order. The order is A to F. A is the student who utilizes writing tools and aids the most, and F is the student who utilizes writing tools and aids the least (see table 1). The participating students are the following: Anna, Brandon, Celine, Diana, Erica and Felicia. All the participating students are over the age of 18 and attend a preparatory programme in Sweden.
Anna is a third-year student at the Social Science Programme (SSP). She utilizes the writing tools Grammarly and Word. In terms of writing aids, she uses all the functions that Grammarly and Word offer. These are the spelling- and grammar-checkers, synonym function and translation.
Brandon is a third-year student at the Natural Sciences Programme (NSP). He utilizes the writing tools Grammarly and Word. In terms of writing aids, he uses the synonym function and grammar- and spelling-checkers on both tools.
Celine is a third-year student at the SSP. She utilizes the writing tools Grammarly and Word. In terms of writing aids, she uses the grammar- and spelling-checkers that both Grammarly and Word offer.
Diana is a third-year student at the SSP. She utilizes both the writing tools Grammarly and Word. In terms of writing aids, Diana corrects spelling mainly with the writing tool Word, she also corrects grammar, although she uses the writing tool Grammarly for it. Diana also uses the synonym function which Grammarly offers.
Erica is a third-year student at the NSP. She only utilizes the writing tool Word. In terms of writing aids, Erica mainly uses the grammar- and spelling-checkers. However, occasionally she uses the synonym function.
Finally, Felicia is a third-year student in the SSP. She utilizes the writing tool Word. In terms of writing aids, she only uses the spelling function.
4.2
Interviews
The interviews are one-to-one semi-structured, meaning that the questions are structured to address the specific topic of the study, while also allowing the participants to
contribute with additional meaning (Galletta, 2013, p.24). The interview process is flexible. The reason for selecting semi-structured interviews is because of two primary considerations. First, semi-structured interviews are appropriate when exploring perceptions and experiences because they allow clarification. Second, a standardised interview would require that all questions are precisely the same, and it precludes follow-up questions (Gordon, 1975). Due to these two considerations, it was decided that semi-structured interviews would be most beneficial for this study.
Furthermore, online interviews are popular tools for data collection (James & Busher, 2012, p.180). The method is similar to face-to-face interviews; the main difference is
that these interviews take place in an online environment. There are two different approaches to conduct online interviews: synchronous- and asynchronous interviews. The chosen approach for this study is synchronous-interviews. The reason for selecting this approach is because synchronous interviews present opportunities for real-time responses and the possibility of high-level participant involvement (James & Busher, 2012, p. 180).
In order to give the students opportunity to answer without language barriers, the interviews were conducted in Swedish. It is acknowledged that the risk of appropriation exists, and that students might give the answers they believe are desired, however there is no reason to doubt the sincerity in their answers.
4.3 Treatment and analysis of data
The data has been processed in several steps. First, in order to assure that information is not taken out of its context and is treated with respect, the students’ answers are
translated into English; however, the original Swedish answers are given as a footnote in order to be easily accessed. Second, when transcribing, the aim is to mediate the content and not how it was said, therefore, the focus is not on intonation and pauses, instead focus is on the content of the interview. Pause-fillers are not included, and in order to improve readability, the transcriptions are written in full sentences. Finally, the findings are analysed in relation to Lev Vygotsky’s sociocultural theory.
4.4 Ethical principles
The four ethical principles were considered when conducting the interviews for this study. The participants should be presented with adequate information regarding the study, such as its purpose (The Swedish Research Council [SRC], 2017). Furthermore, the participants should be presented with information regarding the opportunity to withdraw themselves from the interview at all time. Prior to conducting the interviews, the participants were contacted through e-mail and informed about the study and the purpose of it. They were also informed that no personal information besides their age and programme would be shared, and that the data will only be used for the purpose of this essay. Also, they were presented with information to discontinue the interview if they wished.
If the participants are to be recorded, they must be informed, and consent must be given (SRC, 2017). During the interview, the opportunity to withdraw themselves was once again clarified, and the participants gave their consent to be recorded. Finally, to protect the students’ integrity, pseudonyms are used.
5. Theoretical Framework
This section will present the theoretical framework that will be used in order to analyse this material. This section will begin with introducing the sociocultural theory. Second, information on how the theory is embedded in this study is presented.
5.1 Sociocultural theory
The main idea of the Russian psychologist Lev Vygotsky’s Sociocultural theory is that humans develop when they are involved in social interactions. What students learn and how they learn, depends on social contexts and situations (Vygotsky, 1978, p.90). The theory also acknowledges how students learn individually and how students learn with help. Sociocultural theory has since the 1980’s influenced western education and is still to date influential in classrooms all over Europe, North America and Australia
(Gibbons, 2015, p. 13).
In order to understand how the theory will be applied and used in this study, there are essential concepts that must be clarified. Artefacts is a concept that is used in order to explain tools or aids that a human uses to manage a task (Säljö, 2005, p.27). In the case of this study, the artefacts that are utilised are the digital writing aids that are utilised to produce written texts. Furthermore, the concepts Mediation and Zone of Proximal
Development also need to be clarified and explained.
Mediation can be both physical and symbolic. According to Lantolf (2000, p.1),
mediation is an auxiliary device that is a necessity in order to link humans to a world of objects and/or a world of mental behaviour. Hence, mediation is the intermediator between the individual and the artefact. Mediation, regardless of its form, assists the individual in the learning process, which subsequently results in learning and
is entrenched in contexts that are sociocultural (Donato & MacCormick, 1994, p. 356). As explained by Säljö (2013) tools assist humans when their competence is inadequate.
Vygotsky defined the Zone of Proximal Development (ZPD) as functions that are under process and which have not fully developed. Development here refers to mental
development (Vygotsky, 1978, p.86). ZPD refers to the distance between the level of development which an individual has reached independently and the level of potential development. When an individual reaches ZPD, they need further guidance in order to develop. This is when the students need assistance in order to move forward (Vygotsky, 1978, p.86). This could be done in interaction with technological tools such as mediated tools. The sociocultural theory will in this study be employed in order to describe how the participating students use and perceive mediated tools such as writing aids in order to develop further in the Zone of Proximal Development.
6. Results and Analysis
The results from the conducted interviews with six students are presented and analysed through a sociocultural perspective. Only the results that are relevant to the research questions and aim will be addressed. The results are primarily structured according to the two first research-questions in form of subheadings. However, some interview-questions that are relevant for answering the research-interview-questions are also included and are structured into two main themes in form of sub-sub-headings.
6.1 Which Writing Tools and Writing Aids are Used and Why
Regarding the participants’ experiences of using digital writing tools and digital writing aids, it is noted that all participants have experiences in using both writing tools and writing aids. When asked how the students conduct their assignments in the English subject, all participants answered that they use a computer.
Furthermore, when investigating what type of writing aids and writing tools the participating students utilize, the writing aids grammar, spelling and synonyms appear to be the primary choices. All six participants evidently use Word as a tool, however, there is a difference in how Word is utilized among the students.
Erica explains that she only uses Word which helps her with spelling and grammar. She explains that Word enlightens what needs to be reviewed by underlining misspellings with a red colour and grammatical errors with a green colour. Diana elucidates that she primarily uses Word to write her texts. Nevertheless, Grammarly is also a much-used writing tool by Diana. She explains that she writes everything in Word, and then she pastes in into Grammarly in order to correct it.
Furthermore, Anna describes that Word has a function that allows translation of words and sentences. However, Grammarly is more frequently used, since it helps with grammar, spelling and synonyms. Anna explains that it gives her the word she needs and corrects her errors. According to Anna, Grammarly does the work for her.
The reason for using computers is explained to be because it is more comfortable to edit and revise on the computer and because the writing process is expedited. Moreover, the results show that the reasons for using writing tools and aids are similar. Diana explains that she pastes her text into Grammarly in order to receive feedback on her text. When asked for an explanation regarding the chosen method Diana explains:
Everything becomes easier. It feels better to write in Word just to receive quick feedback. I use the free version of Grammarly. It changes significant errors. For example, it tells you that you have three errors; review it. Then I go back, edit a bit and feel my way, then it says two errors and I understand that I have edited something correctly. Grammarly [free version] does not tell me what is wrong, just that something is wrong. Then I have to correct it myself.2
In relation to the sociocultural theory, Diana utilizes mediated tools in order to develop. She explains that even though writing aids point out the errors, she still has to edit her errors independently. This indicates that mediated tools are used in order to learn with them and therefore she develop in the ZPD.
2 Allt blir mycket lättare, det känns bättre skriva i Word för att sen få snabb feedback för att se om man skrivit
rätt. Jag använder gratis versionen av Grammarly. Det ändrar på stora fel. T.ex. så står det du har tre fel, kolla på det. Sen går jag tillbaka och ändrar lite och provar mig fram, sen står det två fel och då fattar jag att jag har ändrat och fått rätt på något. Men den berättar ju inte vad som är fel, utan att något är fel. Sen måste jag själv fixa det (Diana)
Furthermore, Anna explains that she uses Word and Grammarly for different purposes. She explains that she uses Word in general to write and Grammarly to review grammar, spelling and synonyms. In addition, Brandon describes that he utilizes Grammarly to correct his texts and Word for smaller assignments.
The participants’ reasons for choosing to write on the computer appears to be due to efficacy and writing aids. Writing aids allow the students to receive help in order to improve their texts. Based on the students’ answers, writing aids appear to enable coherence, seeing as it allows the students to revise, edit and scrutinize their texts and therefore writing aids are desired in the writing process.
6.2 The Impact of Digital Writing Aids on Learning
6.2.1 Attitudes and Perceptions
In order to explore writing aids’ impact on the participants’ language proficiency, the results also focus on how the participants perceive writing aids and their attitudes towards them. Therefore, this section deals with reflections regarding confidence in relation to, and reliance on writing aids. Also, the students’ perceptions of their abilities without writing aids is presented in order to understand how aids affect them.
When the students were asked if they perceive that they produce better text with or without digital writing aids, all the participants acknowledged that they write better with the help of writing aids. Celine explains the support and comfort of using digital writing aids:
I believe that the thought of knowing that I have digital writing aids contribute to feeling safe; it feels as if I can write better with writing aids compared to writing by hand. It feels better. I do not know, maybe my confidence increases.3
Based on the interviews and in relation to mediation, the use of writing aids as mediating tools seems to entail an increased self-confidence in the students’ writing
3Jag tror att bara tanken att jag har digital skrivverktyg ger mig säkerhet, det känns som jag kan bättre när jag
skriver med digital verktyg. Om man jämför det om jag skriver för hand, asså det känns mycket bättre digitalt. Jag vet inte, kanske självförtroendet höjs (Celine)
abilities. Celine describes that she is more confident of her writing ability and is more motivated to write. Erica also argues for the confidence boost that writing aids induce:
I feel more confident with writing aids, sometimes I am uncertain how to use a word, and writing aids help. I feel more motivated because writing aids facilitate. I get a bit uncertain without writing aids, but I still manage to write. 4
Writing aids as mediated tools appear to motivate Celine and Erica which in turn enables learning. Moreover, Brandon elucidates that when writing aids are used, his self-confidence increases, however, whenever writing aids are not utilized, he feels uncertain because he does not have the support system he is used to having.
Furthermore, the participating students are asked to reflect on their writing abilities when they do not use writing aids. Almost all the participants express that their writing abilities are affected without writing aids. However, they are still confident that they are capable of producing English texts, even though the quality might not be the same. Moreover, Celine explains that she has not reflected on how she would perform without writing aids, nevertheless after discussing it, she is certain that her text would be less academic, because she would use ‘I don’t’and ‘I’m’.
Anna and Brandon claim that they observe a difference in their writing abilities when they do not use writing aids. Both argue that writing aids assist in the writing process, and without them, the writing process becomes challenging. They appear to rely on the support that writing aids provide. Anna describes that her writing performance without aids would not be the same, because she believes that writing aids help with everything; essentially they do the work. Without them, she would be helpless. Moreover, she does not perceive that they contribute to her learning.
Anna explains that her school pays for the premium version of Grammarly, which means that access to a supply of aids is available, even if the students do not need it. Pursuant with ZPD, the students have access to unnecessary help, therefore, Anna perceives that she cannot manage without help because there is a chance that she has not
4 Jag känner mig mer självsäker med skrivverktyg ibland osäker hur man kan använda ord och då hjälper
skrivverktyg. Känner mig mer motiverad för det underlättar mycket. Jag blir lite osäker utan digitala skrivverktyg, men kan ändå skriva utan (Erica)
developed independently. Brandon also argues that his writing ability deteriorates, mostly because writing aids notify on errors that are made, and without writing aids, these errors are more likely to pass through without being detected.
The participating students were asked if they considered themselves to rely too much on writing aids. The results show a disparity between the participants. Felicia on the one hand claims to not rely on writing aids, and argues that she is capable of producing an English text of good quality either way. She does not consider that she is too dependent on writing aids, although she is aware that her confidence is lowered and that she might not produce texts with the same quality. In consideration to the writing aids she uses, it is apparent that she does not use the same amount of writing tools and aids as the other participants. Her tendency of not using writing aids and tools to the same extent as the other participants might make her less reliant on writing aids.
On the other hand, Diana considers herself to be too dependent on writing aids and explains that she writes on the computer mainly to access the spelling-checking function. Both Anna and Brandon believe they are too dependent on writing aids. Considering the amount of different aids that they use, it is not controversial since they have different aids present and are accustomed to them. Nevertheless, Felicia claims that writing aids should be used with consideration:
A few years ago, my English was not what it is today. I believe that if I had used writing aids, then, my English would not have developed and become as good as it is today. Because I would be too depended on writing aids instead of developing my skills and abilities. However, now that I am better at English, writing aids function as support (…) but if your language proficiency is too inadequate, then I believe that you become too dependent on writing aids and you will not be able to write without them. They are used as a resort rather than to learn.5
This might indicate that Felicia indirectly and unconsciously is speaking about ZPD, referring to writing aids as mediated tools which should not be integrated before the student is ready.
5För några år sen var min engelska inte bra, och jag tror att hade jag börjat då med skrivverktyg så hade inte min
engelska varit lika bra idag. För då hade jag varit beroende av skrivverktyg istället för att utveckla mina egna förmågor. Men nu när jag har mycket bättre koll så hjälper de mig istället. Nu kan jag lära mig synonymer och stavningar till nästa inlämning. Men kan du inte engelska så tror jag att man blir för beroende och kan inte skriva utan för man är van vid att få hjälp och det blir en utväg istället för att lära sig (Felicia)
Furthermore, Anna claims that she considers herself to be too dependent on writing aids. She explains that writing aids help with grammatical aspects of a texts, and without aids she will not be able to perform as she otherwise does. Anna further develops that teachers usually do not have the time to help with everything, and therefore aids are more helpful, which consequently leads to reliance on writing aids. Additionally, Anna elucidates that the writing tool Grammarly asks what kind of text the writer wishes to produce, academic or basic. This, according to Anna prevents contextual misunderstandings between Anna and the writing aid. Pursuant to Anna, Brandon believes he is too reliant on digital writing aids:
Yes I am too reliant to be honest, which is a bit sad. I do not feel that I can develop to the fullest. Sure, they are a great support, but when you have tools such as Grammarly, you hardly need to think on your own. Luckily, I learned English before being introduced to writing aids, because I do not think I would learn English as much today due to the writing aids. It is too much help.6
Both Felicia and Brandon express the value of language proficiency before integrating aids. This indicates that they might acknowledge some issues with writing aids. The issues might be that writing aids as mediated tools are helpful, however, they prevent students from developing independently and therefore they should be used with caution outside the ZPD.
On the one hand, the students are reliant on writing aids, on the other hand, the students believe that they acquire adequate language proficiency. However they still
acknowledge that they do not produce text of the same quality without aids. One reason for the contradictions might be that students depend on the idea of having support, rather than the support itself and therefore do not fully trust themselves. Through a sociocultural perspective, the participants might be too reliant on mediated tools and therefore prevent themselves from developing independently without tools. Hence, they do not trust themselves.
6 Ja lite beroende kan jag säga om jag ska vara helt ärlig, vilket är lite sorgligt. Men jag känner inte att jag utvecklas till max, visst att det är ett bra stöd, men när man har program som Grammarly innebär det att man knappt behöver tänka själv längre. Det är tur att jag hann lära mig engelska innan digitala verktyg kom för att jag tror inte jag hade lärt mig lika mycket engelska om jag började lära mig idag med hjälp av alla verktyg som finns. Det är för mycket hjälp (Brandon)
It is noted that a number of the participating students associate learning with writing. Both Brandon and Felicia imply that the learning process is prevented if students are not able to produce texts without aids. However, it is also noted that Brandon, even though using writing aids to a great extent, views them as negative. Brandon claims that writing aids help too much. However, he still takes advantage of the writing aids since they are accessible. Subsequently, if students believe they are given too much help,
consequences might be that they are not challenged and therefore do not develop independently which is required according to sociocultural theory.
In order for the students to develop further in the ZPD they need to receive help in form of mediated tools. However, if writing aids are embedded in the development process outside the ZPD, it could lead to preventing development, since the students do not develop independently. Brandon, Anna and Felicia reflect on writing aids and believe that if these are integrated before a certain level of proficiency is reached, then writing aids will have the opposite effect. This indicates that students’ development level should be considered before integrating artefacts. It is essential to remember, through a
sociocultural perspective, that the support is only needed and only efficient, if they learn to learn from them in order to develop in the ZPD.
6.2.2 Learning with Digital Writing Aids
It is evidential that there is a disparity between the students’ perceptions of learning with digital writing aids. Therefore, the participants’ perceptions on how they learn and how their language is impacted are presented. Erica argues that she learns more with the help of writing aids. The synonym function helps her in the process of constructing varied sentences and developing her vocabulary. She claims that when using a new word, she often remembers it in order to reuse it. Celine further explains that sometimes she is affected by the grammatical structure in the Swedish language, and sometimes needs to be reminded, which is what writing aids help her with.
However, Anna and Brandon take another turn than the rest of the participants. Both reason that writing aids disguise students’ true language proficiency. Brandon elucidates: “the teacher thinks that you have the knowledge, but this is because the
computer helps beyond your knowledge.” 7 According to Brandon, it is a fine line between help and “cheating”.
Based on the interviews, variation appears to have improved due to digital writing aids. However, it is noted that few of the participating students perceive that writing aids have helped improve grammar or sentence structure. Vocabulary appears to have been improved by some students and deteriorated by other students. Diana explains that writing aids help her expand her vocabulary because the synonym function always exemplifies different words.
Nonetheless, Anna and Brandon argue that their vocabulary has not developed. Instead, it has deteriorated. Both participants express the need for vocabulary tests, which, according to both were helpful in the process of expanding their vocabulary. Brandon also expresses that his spelling ability has deteriorated because he does not need to think about spelling due to writing aids.
It is also found that the participants’ language proficiency is impacted by the type of feedback they receive. There is a difference between teachers’ feedback and automated feedback, and this is noted by the participating students as well. Diana explains that the teachers’ explanations contribute with more knowledge than the automated feedback, which does not adequately describe the errors. Felicia and Brandon also consider the teachers’ feedback to be most valuable, regardless of how specific the writing aids are. Brandon expresses:
When the teacher gives feedback, and I see the errors I have made, I begin to reflect. If Grammarly explains why I have made an error and explains how to avoid it, I usually do not care because I am in the middle of the writing process. I just edit it, and then move on.8
However, both Erica and Celine claim to learn more when the feedback is immediate during the writing process because they acknowledge the error when it is freshly made. The danger with writing aids is that more students might react to the automated
7 Läraren tror man kan mycket eftersom datorn hjälper så mycket men ändå kanske man inte kan (Brandon) 8 Lär mig mer när läraren lämnar feedback för då ser jag fel jag gjort och reflekterar över det. Även om
Grammarly kan förklara varför jag gör ett fel så bryr jag mig inte för jag är mitt uppe i en skrivprocess, det är inget jag reflekterar över. Jag bara ändrar och går vidare.(Brandon)
feedback the same way as Brandon, they do not reflect and learn, instead they continue making the same mistakes and allow the aids to correct it. In that case, writing aids become ineffective. However, teachers do not fully rely on writing aids, they still read and correct students’ text regardless if they have used writing aids or not. This implies that students have access to both automated feedback and human feedback, and combined, this might be the ultimate feedback method in relation to using mediated tools in order to develop in the ZPD.
7. Discussion
In this section the results will be discussed, also the third research question will be taken into consideration and answered in relation to the discussion.
7.1 A Discussion of Writing Aids’ Effect on Developing English
Writing Proficiency
It is noted that the effect writing aids have on the development of English writing proficiency is individual. For example, several students appear to benefit from the synonym function; on the other hand, the same number of students seem to disadvantage from using writing aids. Therefore, the synonym function can, for example, affect the development of writing proficiency positively and negatively in terms of expanding vocabulary. It is apparent that the students reflect regarding their use of writing aids and their abilities. However it is also noted that the participants continue to use writing aids regardless how they perceive that their writing abilities and language proficiency are impacted. The reason for this is unknown, however a
reflection of it could be that writing aids facilitate their work, so even if their
proficiency is affected negatively, it is worthwhile for the participants to continue using writing aids.
Writing aids appear, to some extent, enhance the students’ vocabulary. According to Diana and Erica, writing aids provide them with synonyms. They are exposed to new words which they learn to put into context. On the other hand, both Anna and Brandon utilize the synonym function. However, they perceive that their vocabulary has
to enhance proficiency. Moreover, writing aids encourage the participants to pay more attention to their texts. Darus and Ismail (2008b) found in their study that writing aids enable focus on word-choice and grammatical elements. This is also found in the findings in this study. Anna and Brandon elucidate that they use the synonym function, grammar- and spelling-checkers and in order to improve their texts, this indicates that the writing aids help students focus on these aspects. It also implies that students are more attentive to their errors when they produce texts without aids since they are aware of the absence of writing aids. Writing aids appear to some extent make errors visible. Subsequently, this leads to improvement in the texts, and the writer seems to become more attentive to what he or she writes.
The results show that the inclusion of writing aids affect the participants’ perceptions of their writing abilities. Celine and Erica experience an increase in self-confidence due to writing aids which they believe results in writing-improvements because of their
increased motivation to write.
However, Both Erica and Brandon express a decrease in confidence when they do not use writing aids. This indicates that students might develop a need for using writing aids in order to remain motivated and confident. Similar to Darus’ and Ismail’s study
(2008a), this study finds that students are increasingly becoming more dependent on writing aids. Subsequently this leads to them feeling unsure in the absence of writing aids. Since students are becoming more dependent on writing aids a balance when using aids should to be established. It should be noted that the participating students attend preparatory programmes, meaning that several of them will presumably attend college and adequate English writing proficiency is required of numerous programmes.
Therefore, in order for students to continue developing and increasing their confidence, balance must be established, so that students are certain of their abilities with or without writing aids.
It is noted that there are different perceptions of writing aids. While some students experience that writing aids induce learning, results show that some student believe the opposite. According to Anna, writing aids do all the work, this might be why she believes her writing ability and language proficiency deteriorates due to writing aids. Writing aids are not meant to be utilized in order to do all the work, but to support the
students. Similar to Darus’ and Ismail’s (2008b) study, writing aids might be used to facilitate the workload. However, if they are used in order to eliminate the workload, consequences will undoubtedly follow. This perception of writing aids will lead to unwanted results which Anna is faced with. Moreover, writing aids appear to affect writing proficiency in terms of variety. Most of the participants agree with the fact that writing aids help them improve variety since it points out repetitive phrases and
paragraphs.
To summarise, writing aids help students scrutinize their texts. This results in students developing a habit of examining and critically reading their texts before submitting. Also, writing aids enable text-editing and revision, which also help the students to develop a habit of writing drafts and revising their work.
When revising and editing their texts, the students take grammar, vocabulary, context and coherence into account and therefore, they develop these elements. Nevertheless, the effect is as mentioned, individual. The use of writing aids could also consequently lead to students not proof-reading their texts due to writing aids. Also, they might rely on writing aids to assist them with grammar and vocabulary, which consequently leads to them not developing their language proficiency. Essentially, the effect of writing aids on writing proficiency depends on how and for what purpose the participating students utilize the writing aids. All things considered, there is an indication that writing aids affect the development of English writing proficiency in a positive manner since textual and linguistic elements are taken into consideration and therefore developed.
8. Conclusion
The conclusion to draw from the results and analysis presented in this study is that the participating students primarily use writing aids as support and to facilitate the writing process. The most common writing aids used by the participating students are the synonym function, grammar- and spelling-checkers. The grammar-checker is used less, some participants only use the grammar-checker with more significant assignments. However, it is concluded that some form of aid is present at all times.
It is also understood that there is a disparity regarding if the students’ learning has been impacted by writing aids. Several participants perceive that their English language- and writing proficiency have been impacted positively since their vocabulary has expanded and since they vary their language more. However, two of the participants experience that their learning has been negatively affected because writing aids help too much. They wish to be challenged, and writing aids appear to prevent them from being challenged since they are always available. Also, it is perceived by some students that writing aids seem to eliminate the work, instead of facilitating the work. It appears that the perception of writing aids is decisive when using them. If they are viewed as a support, students will use them accordingly. However, if writing aids are perceived as a resort, they will be handled as such, and therefore learning will be prevented.
One finding that deserves special attention is that participants who use more writing aids are more negative toward them. The two students who use the most writing aids are the ones who believe that their learning is being impacted negatively. The extent of usage appears to correlate with how learning is impacted.
The results show that participants associate learning English with writing English. A number reason that their proficiency is improved due to learning new words and learning how to put them into context. Also, their grammar has, to some extent,
improved. Writing enables students to develop their language proficiency and transfer it to communicative abilities. The results imply that writing aids have contributed to students developing their English writing proficiency in terms of variety. Writing aids’ effect on students’ proficiency is individual, and it is vital if students perceive aids as support or resort.
A result that emanates from the study is that participants, to some extent, agree that balance should be established when using writing aids, and if writing aids are used before a certain level of knowledge is reached, then students will not be able to develop further. This is in accordance with ZPD, which also advocates support, however, only after the students have developed independently. The support takes various forms; what is essential is the mediation between the students and the support, which in this study is an artefact in the form of writing aids. It is concluded that mediated tools can be used to enable learning, however, it is also concluded that the mediated tools must be integrated
after a certain level of proficiency is reached in order to promote learning instead of preventing it. Therefore, for future research regarding writing aids, it would be suitable to investigate how the integration of writing aids before a certain level of proficiency is reached impacts the students’ writing and language proficiency. This type of research would be beneficial in order for teachers to understand when to implement writing aids and how writing aids encourage learning. This is also beneficial in order to avoid students becoming too dependent on writing aids and using them as a resort.
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10. Appendices
10.1 Interview guide
SKRIVANDE - GENERELLT1. När du ska göra en skrivuppgift, skriver du för hand eller skriver du digitalt? Varför väljer du det?
2. Vad skriver du din uppgift med? Dator, platta (t.ex. iPad osv.?)
SKRIVANDE PÅ ENGELSKA
3. Vad tycker du är viktigast när du skriver? Att du ska stava rätt, att det ska vara en röd tråd, att grammatiken är rätt? Något annat?
SKRIVPROGRAM
1. Använder du något skrivprogram när du ska skriva på engelska? (Word, Grammarly, Hemingway App)
2. Vilka skrivprogram har du provat på?
3. Vilka program skulle du säga att du använder?
SKRIVVERKTYG
4. Använder du skrivverktyg när du ska skriva på engelska? (hjälp med: synonymer, stavning, grammatik)
5. Vilka skrivverktyg använder du?
6. Finns det något sådant skrivverktyg som du använt bara lite och något som du använder mer?
7. Hur ofta använder du skrivverktyg?
8. När använder du skrivverktyg? När du ska skriva stora uppgifter, mindre uppgifter etc.
INSTÄLLNING
9. När upplever du att du producerar bättre texter på engelska: med eller utan digitala skrivverktyg? Varför?
10. Har din självsäkerhet vad gäller din skrivförmåga på engelska förändrats med skrivverktyg?
11. Vad tycker du om din skrivförmåga när du inte använder digitala skrivverktyg? 12. Anser du att du är beroende av digitala skrivverktyg för att producera en bra text på
engelska?
LÄRANDE
13. Anser du att du lär dig mer engelska tack vare skrivverktyg? Eller anser du att du lär dig mindre engelska på grund av digitala skrivverktyg?
14. På vilket sätt har ditt lärande av engelska språket påverkats av digitala skrivverktyg? Är det någon del (t.ex. ordförråd, grammatik, meningsbyggnad, variation) som blir bättre? Är det någon del som blir sämre?
15. Oroar du dig för att digitala skrivverktyg tar över för mycket i lärande? På vilket sätt? 16. Upplever du att du lär dig mer ifall du lämnar in en text och får skriftligt feedback av
läraren eller om du får automatisk feedback medan du skriver?
17. Upplever du lärare fokuserar mindre på att utveckla elevers ordförråd, stavning osv på grund av digitala skrivverktyg?
10.2 Interview Anna
I: Interviewer A: Anna
I: När du ska göra en skrivuppgift, skriver du för hand eller skriver du digitalt? A: Digitalt
I: Varför?
A: Mycket lättare att ändra meningar och ord, asså det är lättare att ändra stycken, formulera om orden, vilka ord ska vara vart.
I: Okej, vad skriver du med? A: Dator
I: Okej, Vad tycker du är viktigast när du skriver? Att du ska stava rätt, att det ska vara en röd tråd, att grammatiken är rätt?
A: Grammatik och röd tråd.
I: Okej, vad tycker du om stavning?
A: Det också, men det är inte lika viktigt. Det jag fokuserar på är att man ska förstå texten, grammatik och röd tråd.
I: Okej. Använder du något skrivprogram när du ska skriva på engelska? Det finns något som heter skrivprogram som är program, till exempel word. Sedan har word funktioner som heter skrivverktyg. Men just program, använder du något när du skriver på engelska?
A: Word och Grammarly I: Okej, har du provat på andra?
A: Hemingway också. Men det var inte så bra I: Hemingway, som i Hemingway App?
A: Ja, när jag behöver hjälp med att skriva meningar som inte är överflödiga har jag använt Hemingway, men Grammarly fokuserar på stavning o grammatik också
I: Okej men använder du det?
A: Inte längre, för det fokuserar mer på struktur
I: Okej, så du använder inte Hemingway längre på grund av det bara fokuserar på någon enskild sak.
A: Precis
I: Men Grammarly fokuserar på allt eller? A: Stavning, grammatik, meningar
I: Så om jag förstår rätt så använder du bara word och Grammarly? A: Ja
I: Finns det skillnad när du använder word och Grammarly?
A: Word, allmänt när jag ska skriva inlämningar. Grammarly när jag ska kolla grammatik, stavning, synonymer
I: Okej, så när du ska få hjälp med själva språket använder du Grammarly? A: Ja
I: Okej. Använder du skrivverktyg när du ska skriva på engelska? Och med skrivverktyg så menar jag få stavning och grammatik kontroll.
A: Word har ju synonymer och översättning som funktion I: Aha
A: Om du högerklickar så får du översättning och synonymer, så få du också förslag på ord som funkar bättre.
I: Okej, om jag har förstått rätt, så menar du att word har översättning funktion i sitt program? A: Ja
I: Gäller det ord eller meningar också? Kan man översätta hela meningar i word? A: Ja
A: Ja
I: Använder du stavningskontroll? A: Ja, det är ju alltid med automatiskt
I: Ändrar den stavning åt dig automatiskt eller måst du ändra själv? A: Det blir understruket, sen högerklickar man och så ändrar det själv. I: Så du stavar inte o själv, utan det sköter funktionen?
A: Ja
I: Grammarly då? För du nämnde synonymer där med A: Ja
I: Använder du bara synonymer där? Eller andra funktioner? A: Stavning och grammatik, allt.
I: Okej hur funkar detta med grammatik. Ger dig den förslag på exakt hur du ska skriva mening, eller uppmärksammar den bara ‘‘du har gjort fel, kolla upp vad felet är’‘?
A: Det ger mig ordet eller meningen jag behöver, den ändrar det jag har gjort fel, eller den ger mig alternativet att ändra
I: Okej, så om du har skrivit en mening som har fel meningsbyggnad så kan den gå in och säga hur det ska vara?
A: Ja, det gör jobbet åt mig
I: Hur ofta använder du skrivverktyg? A: Varje gång jag har inlämning i engelska.
I: Okej, Spelar det roll om uppgiften är stor eller liten? A: Nej jag använder alltid.
I: Okej, då går vi vidare mot din inställning mot digitala skrivverktyg. Själva verktygen, och inte programmen.
I: När upplever du att du producerar bättre texter på engelska. med eller utan digitala skrivverktyg?
A: Med, man får all hjälp man behöver, man får grammatik hjälp, synonymer, rätt stavning, allt. Allt när man skriver inlämningar på engelska digitalt.
I: Har din självsäkerhet vad gäller din skrivförmåga på engelska förändrats med skrivverktyg? A: Kan du utveckla?
I: Jag tänker såhär, när du skriver på engelska och du använder skrivverktyg, känner du dig mer säker på dig själv, att du kan prestera bättre?
A: Ja, asså utan skrivverktyg då kanske jag inte kan formulera meningar, det blir svårare. Kanske inte använder rätt ord, får mer hjälp med digitala verktyg.
I: Rent generellt så blir du mer säker på dig själv när du använder dessa än vad du har varit förr när du inte använt?
A: Ja precis
I: Vad tycker du om din skrivförmåga när du inte använder digitala skrivverktyg? A: Inte alls bra
I: Kan du utveckla på vilket sätt du känner att det inte är bra?
A: Utan får jag inte så mycket hjälp, ingen stavningshjälp, man får inte grammatik hjälp, inga synonymer. Jag skulle, digitala verktyg gör jobbet åt dig. Min skrivförmåga blir sämre om jag inte använder, den blir mycket sämre. På prov oså
I: Om vi säger att du får göra ett prov, på digiexam eller nationella prov, och du inte får använda skrivverktyg, tror du att du hade prestera sämre?
A: Ja det tror jag.
I: Okej, Anser du att du är beroende av digitala skrivverktyg för att producera en bra text på engelska?
A Ja det skulle jag säga.
I: Kan du fortfarande producera en bra text, men kanske inte lika bra, eller tror du att inte kan producera bra text alls?
A: Till vis del, grammatik är viktigast, det får man hjälp med digitalt. I: Okej, tror du, om du inte får hjälp, kan inte lärare hjälpa dig då? A: Nej, inte lika mycket hjälp som man får digitalt.
I: Känner du att digitala skrivverktyg är tillgängliga hela tiden? A: Absolut
I: Men inte läraren? A: Precis så
A: Läraren kanske är upptagen med andra elever, man blir beroende av det
I: Men känner du att det kan bli missförstånd med digitala skrivverktyg att du känner de inte riktigt vet vad det är du försöker få fram?
I: Du kan ta en minut och tänkte på frågan, för det är en liten spontan följdfråga. A: Kan du säga frågan igen?
I: Om du tänker att det kan bli ett missförstånd, att verktygen inte förstår vad du försöker få fram. Förstår du hur jag tänker?
I: Ska jag utveckla ytterligare?
A: Asså Grammarly, frågar dig om det är basic text eller akademisk text I: Jag hör dig lite dåligt, du försvann lite
A: Jag sa, Grammarly anpassar om det är basic text eller om det är akademisk I: Anpassar texten säger du, vadå frågar den dig vad det är för text?
A: Ja precis, den frågar typ ‘‘do you want this text to be basic or acadamical’‘ man får frågan i början
I: Men då måste jag fråga, använder du gratis versionen eller premium versionen av Grammarly?
A: Premium, då får man all hjälp
I: Är det skolan som betalar det då eller? A: Ja
I: Aha, okej. Intressant.
I: Anser du att du lär dig mer engelska tack vare skrivverktyg? Eller anser du att du lär dig mindre engelska?
A: Mer I: Mer?
A: Eller nej vänta, vänta. Mindre. I: Mindre?
A: Ja, asså nu, tror lärare att vi kan engelska nu. De säger att vi kan det redan, vi lär oss inte så mycket nu för att de tror vi kan
I: Okej, läraren antar nu redan kan allt? A: Ja
I: Så du känner att de inte lägger mycket energi på att hjälpa? A: Precis
I: Okej, och det påverkar att det inte lär dig? Får du inte genomgångar? A: Exakt
I: På vilket sätt har ditt lärande påverkats? När du skriver på Grammarly och du får hjälp av Grammarly, förstår vad för fel du gjort och hur du ska förhindra?
A: Nej, det är sånt som lärare ska förklara
I: Okej så istället för att lärare ska förklara så gör Grammarly jobbet och du får ingen feedback?
A: Precis
I: Okej, förstår. Om jag får fråga såhär, är det någon del av ditt engelska språk so du känner blivit sämre? T.ex. ordförråd, grammatik, meningsbyggnad? Är det någon del som blir bättre? A: Ordförråd har blivit sämre. Förr hade vi glosor, varje vecka som var väldigt bra. Tyckte om det jättemycket. Man lärde sig nya ordet. Nu tror lärare att vi kan allt, vi inte gör.
