Thi Thanh Ha Nguyen1,, Thi Thanh Huyen Hoang1
1 University of Economics - Technology for Industries

Main Article Content


This study investigates students' perspectives on using Adaptive Learning Technology (ALT) in writing classes in higher education. The ALTs used include Grammarly as an Automated Writing Evaluation (AWE), Quizizz as an Adaptive Content Application (ACA), and Google Docs and Miro as Digital Writing Platforms (DWP). Underpinning Bloom’s Taxonomy, this mixed-methods research design combining a questionnaire adapted from Nguyen and Nguyen (2022), Gohar and El-Ghool (2016) as well as an observation checklist were employed to collect both quantitative and qualitative data on students' overall attitudes toward ALT, perceptions of its utility, satisfaction with its implementation, challenges, and recommendations. The findings indicate that students generally had a positive attitude towards ALT, particularly its capacity to provide personalized feedback and support for specific learning requirements. However, obstacles such as technical difficulties and the need for both students and teachers to receive adequate training and support must be addressed. The study additionally suggests several recommendations for the implementation of ALT in writing classes.

Article Details


Bailey, D., & Lee, A. R. (2020). An exploratory study of Grammarly in the language learning context: An analysis of test-based, textbook-based, and Facebook corpora. TESOL International Journal, 15(2), 4-27.
Bogdan, R. C., & Biklen, S. K. (2006). Qualitative research for education: An introduction to theories and methods. Allyn & Bacon.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Calma, A., Cotronei-Baird, V., & Chia, A. (2022). Grammarly: An instructional intervention for writing enhancement in management education. The International Journal of Management Education, 20(3), 36–75. https://doi.org/10.1016/j.ijme.2022.100704
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Daugherty, K., Morse, R., Schmauder, A. R., Hoshaw, J., & Taylor, J. (2022) Adjusting the future of adaptive learning technologies via a SWOT analysis. Intersection: A journal at the intersection of assessment and learning, 3(2), 54-79.
Dizon, G., & Gayed, J. M. (2021). Examining the impact of Grammarly on the quality of mobile L2 writing. The JALT CALL Journal, 17(2), 74-92. https://doi.org/10.29140/jaltcall.v17n2.336
Do, T. G., Pham, T. D. L., & Nguyen, T. T. H. (2022). Implementing peer correction activities on Miro apps in writing classes. In VNU University of Languages and International Studies (Ed.), Proceedings of 2022 international graduate research symposium (pp. 200-214). Vietnam National University Press.
Drew, C. (April 24, 2023). 119 Bloom’s taxonomy examples. Helpful Professor. https://helpfulprofessor.com/blooms-taxonomy-examples/
Ebadi, S., Gholami, M., & Vakili, S. (2022). Investigating the effects of using Grammarly in EFL writing of articles. Interdisciplinary Journal of Practice, Theory and Applied Research, 40(1), 85-105.
El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on development students’ engagement. International Journal of Education Technology in Higher Education, 18, Article 53. https://doi.org/10.1186/s41239-021-00289-4
Gohar, R. H. A. A., & El-Ghool, R. M. A. (2016). Designing an adaptive learning environment to improve writing skills and usability for ESL students at the Faculty of Education. International Journal of Internet Education, 5(3), 63-93.
Hoang, T. N. D., & Hoang, T. (2022). Enhancing EFL students’ academic writing skills in online learning via Google Docs-based collaboration: A mixed-methods study. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2022.2083176
Hockly, N. (2018). Automated writing evaluation. ELT Journal, 73(1), 82-88. https://doi.org/10.1093/elt/ccy044
Jing, Y., Zhao, L., Zhu, K., Wang, H., Wang, C., & Xia, Q. (2023). Research landscape of adaptive learning in education: A bibliometric study on research publications from 2000 to 2022. Sustainability, 15(4), 3115. https://doi.org/10.3390/su15043115
Lim, T. M., & Yunus, M. M. (2021). Teachers’ perception towards the use of Quizizz in the teaching and learning of English: A systematic review. Sustainability, 13(11), 6436. https://doi.org/10.3390/su13116436
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Munoz, J. L. R., Ojeda, F. M., Jurado, D. L. A., Pena, P. F. P., Carranza, C. P. M., Berrios, H. Q., Molina, S. U., Farfan, A. R. M., Arias-Gonzales, J. L., & Vasquez-Pauca, M. J. (2022). Systematic review of adaptive learning technology for learning in higher education. Eurasian Journal of Education Research, 98(3), 221-233.
Nguyen, T. H. N., & Nguyen, T. T. H. (2022). Use of Google Docs in teaching and learning English online to improve students’ writing performance. International Journal of TESOL & Education, 2(2), 186-200. https://doi.org/10.54855/ijte.222210
Nguyen, T. T. H., Do, T. T. Y., & Vu, V. P. (2021). The effects of web-based technology Quizizz on EFL students’ vocabulary achievement. Journal of Inquiry into Languages and Cultures, 5(3), 245-254.
Nguyen, T. H. (2023). Students’ perceptions and practice of the blended learning approach to writing skills: Using Google Docs. ICTE Conference Proceedings, 3, 52–67. ICTE Press. https://doi.org/10.54855/ictep.2335
Oyanagi, W. (2021). The influence of an adaptive learning support system on the lesson design and practice of elementary school teachers. International Journal of Educational Media and Technology, 15(1), 34-45.
Park, O., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed.) (pp. 651-684). Lawrence Erbaum Associates, Pub.
Pertiwi, A. P. (2020). Using the Quizizz as an assessment of students’ English learning. Journal of English Teaching, Applied Linguistics and Literatures, 3(1), 37-43.
Pham, Q. N. (2019). EFL student collaborative writing in Google Docs: A multiple case study [Doctoral dissertations, University of South Florida]. Digital Common @ University of South Florida. https://digitalcommons.usf.edu/etd/8403
Stake, R. E. (2010). Qualitative research: Studying how things work. Guilford Press.
Tran, T. M. L., & Nguyen, T. T. H. (2021). The impacts of technology-based communication on EFL students’ writing. AsiaCALL Online Journal, 12(5), 54-76.
Wen, M. N. Y., & Aziz, A. A. (2022). The use of Quizizz as an online teaching and learning assessment tool in an ESL classroom: A systematic literature review. International Journal of Academic Research in Progressive Education and Development, 11(1), 1076-1094.
White, G. (2020). Adaptive learning technology relationship with student learning outcomes. Journal of Information Technology Education: Research, 19, 113-130.
Zhou, W., Simpson, E., & Domizi, D. P. (2012). Google Docs in an out-of-class collaborative writing activity. International Journal of Teaching and Learning in Higher Education, 24(3), 359-375.