دور أدوات الكتابة القائمة على الذكاء الاصطناعي في إتقان الكتابة باللغة الثانية: أدلة من متعلمي اللغة الإنجليزية كلغة أجنبية الفلسطينيين

Badah, A., Najjar, S.., Almimi, A., & Alqbailat, N. (2024). Language Challenges Encountered by Postgraduate Students in Academic Written Discourse: A Case Study. L’Analisi Linguistica E Letteraria, 31(3).

Bailey, D.R., & Lee, A.R. (2020). An Exploratory Study of Grammarly in the Language Learning Context: An Analysis of Test-Based, Textbook-Based and Facebook Corpora.

Bibauw, S., FranCois, T., & Desmet, P. (2015). Dialogue-based CALL: An overview of existing research. In F. Helm, L. Bradley, M. Guarda, & S. Thou€esny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL conference (pp. 57–64). Padova, Italy. Dublin: Researchpublishing.net. https://doi.org/10.14705/rpnet.2015.000310

Bouchoux, D. E. (2019). Legal Research and Writing for Paralegals. Wolters Kluwer Law & Business.

British Council ELT research papers, Vol. 1, British Council (2009). Retrieved from https://www.teachingenglish.org.uk/article/british-council-elt-research-papers-volume-1

Cancino, M., & Panes, J. (2021). The impact of Google Translate on L2 writing quality measures: Evidence from Chilean EFL high school learners. System, 98, 102464.

Dewi, N. A. (2019, July 10). The Effectiveness of Grammarly Checker Toward Student's Writing Quality of English Department Students At IAIN Tulungagung [Skripsi]. IAIN Tulungagung. https://doi.org/10/CHAPTER%20I.pdf

Dizon, G., & Gayed, J.M. (2021). Examining the impact of Grammarly on the quality of mobile L2 writing. The JALT CALL Journal.

Fadhilah, U., Julia, H., & Saribu, D. (2019). Effectiveness of grammarly application for writing English Abstract. International Journal of Science and Research (IJSR), 8(12), 163-166.

Fitria, T. N. (2018). Error Analysis Found in Students’ Writing Composition of Simple Future Tense. ELS Journal on Interdisciplinary Studies in Humanities, 1(3), 240–251. https://doi.org/10.34050/els-jish.v1i3.5028

Fitria, T. N. (2021). Grammarly as AI-powered English Writing Assistant: Students’ Alternative for Writing English. Metathesis: Journal of English Language, Literature, and Teaching, 5 (1), 65–78. https://www.researchgate.net/profile/Tira-Nur-Fitria/publication/352207965_Grammarly_as_AI-powered_English_Writing_Assistant_Students'_Alternative_for_English_Writing/links/60bed29992851cb13d88d0eb/Grammarly-as-AI-powered-English-Writing-Assistant-Students-Alternative-for-English-Writing.pdf

Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant's impact on English language learners. Computers and Education: Artificial Intelligence, 3, 100055. https://www.doi.org/10.1016/j.caeai.2022.100055

Ghufron, M. A., & Rosyida, F. (2018). The Role of Grammarly in Assessing English as a Foreign Language (EFL) Writing. Lingua Cultura, 12(4), 395–403. https://doi.org/10.21512/lc.v12i4.4582

Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary educational psychology, 30(2), 207-241.

Hammad, E.A. (2016). Palestinian University Students’ Problems with EFL Essay Writing in an Instructional Setting. In: Ahmed, A., Abouabdelkader, H. (eds) Teaching EFL Writing in the 21st Century Arab World. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-46726-3_5

Huang, H., Li, Z., & Taylor, L. (2020). The Effectiveness of Using Grammarly to Improve Students' Writing Skills. Proceedings of the 5th International Conference on Distance Education and Learning.

Itmeizehm, M. and Farrah, M. (2021). EFL Instructors and Learners' Perceptions towards Utilization of Online Applications at Palestine Ahliya University and Hebron University. Universal Journal of Educational Research, 9(2), 261 - 270. http://doi.org/10.13189/ujer.2021.090201

Karyuatry, L. (2018). Grammarly as a Tool to Improve Students’ Writing Quality: Free Online-Proofreader across the Boundaries. JSSH (Jurnal Sains Sosial Dan Humaniora), 2(1), 83. https://doi.org/10.30595/jssh.v2i1.2297

Mammadova, T. (2019). Teaching Grammar to a Grammar-Free Generation. Cambridge Scholars Publishing.

Mubarok, A., & Syafi’i, A. (2020). Grammarly: An Online EFL Writing Companion. ELTICS : Journal of English Language Teaching and English Linguistics, 5(2). https://doi.org/10.31316/eltics.v5i2.912

Nova, M. (2018). Utilizing Grammarly In Evaluating Academic Writing: A Narrative Research on EFL Students’ Experience. Premise: Journal of English Education and Applied Linguistics, 7(1), 80–97. https://doi.org/10.24127/pj.v7i1.1332

Nugroho, A., & Benecia, C. (2022). Investigating The Use of Automated Written Corrective Feedback to Improve Undergraduate EFL Students’ Writing Performance. Prosiding Konferensi Linguistik Tahunan Atma Jaya (KOLITA).

O’Sullivan, J. F. (2016). UDL Technology: Technology for Universal Design for Learning and Special Education 1.65. John F. O’Sullivan Jr.

Peeters, W. & Ludwig, C. (2017). Old concepts in new spaces’?–A model for developing learner autonomy in social networking spaces. Learner autonomy and Web, 2, 117-142. Retrieved from: https://www.researchgate.net/publication/319645433_'Old_Concepts_in_New_Spaces'_A_Model_for_Developing_Learner_Autonomy_in_Social_Networking_Spaces

Peterson, J. L. (1980). Computer programs for detecting and correcting spelling errors. Communications of the ACM, 23(12), 676-687.

Shin, D., Kwon, S.K., & Lee, Y. (2021). The effect of using online language-support resources on L2 writing performance. Language Testing in Asia, 11, 1-23. https://languagetestingasia.springeropen.com/articles/10.1186/s40468-021-00119-4

Shweiki, S., Abd-Rabo, A., Badah, A. et al. A code of ethics proposal for Palestinians’ educators: attitudes and themes. International Journal of Ethics Education 6, 339–355 (2021). https://doi.org/10.1007/s40889-021-00128-0

Tarteer, S., Badah, A., & Khlaif, Z. N. (2023). Employing google classroom to teach female students during the covid-19 pandemic. In Technology’s Challenges and Solutions in K-16 Education during a Worldwide Pandemic (pp. 52-73). Routledge.

Zheng, B., & Warschauer, M. (2017). Epilogue: Second language writing in the age of computer-mediated communication. Journal of Second Language Writing, 36, 61-67. https://www.doi.org/10.1016/j.jslw.2017.05.014