Date of Thesis
Spring 2026
Description
In recent years, generative artificial intelligence (AI) has emerged as a widely accessible tool in academia, upon which students have increasingly come to rely and include in their writing process (Alharbi et al., 2023). Across the field of English second language learning, corrective feedback is widely recognized as a major influence for grammatical development (Lyster & Ranta, 1997). Corrective feedback may function implicitly, explicitly, or as an interaction between both mechanisms. Research suggests that grammatical knowledge may be largely acquired implicitly for adults learning a new language, with explicit learning playing a secondary role (Ivanova et al., 2012, Jackson & Ruf, 2016, Shin & Christianson, 2012). Syntactic priming is a behavioral indicator of implicit learning, revealing it to be a powerful tool for examining whether AI-generated feedback influences learners’ grammatical knowledge. In this study, we tested 29 participants to see if by utilizing Trinka, the selected AI-grammar checker, participants will implicitly learn which verbs work in double object dative constructions in English, and which do not through a syntactic priming paradigm. However, this study found no evidence that Trinka’s AI-generated grammar corrective feedback facilitated implicit learning of what verbs are appropriate in double object dative constructions. Instead, the evidence from this study suggests that the influence AI-grammar checkers have on implicit learning of an L2 may be limited and participants may have implicitly learned a general acceptance of DO constructions, instead of the more specific constraint distinguishing alternating from non-alternating verbs.
Keywords
Artificial Intelligence, grammar checkers, corrective feedback, syntactic priming, implicit learning, second language learning
Access Type
Honors Thesis
Degree Type
Bachelor of Arts
Major
Psychology
Second Major
Linguistics
Minor, Emphasis, or Concentration
Russian Studies
First Advisor
Heidi Lorimor
Second Advisor
Haley Kragness
Recommended Citation
Brizhik, Tessa, "The Impacts of Artificial Intelligence Grammar Checkers on the Grammatical Skills of L2 English Speakers" (2026). Honors Theses. 782.
https://digitalcommons.bucknell.edu/honors_theses/782
