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Abstract
Nowadays, technology-based programs as human-assistant tools are extremely used in English language learning courses. However, recently, the emergence of artificial intelligence as the simulation of the human brain has strongly affected the common technology-based tools in various fields, such as education. This study aims to evaluate the impact of Grammarly® software as a technology-based immediate corrective software versus artificial intelligence as a tool that completely writes with different styles and texts in improving the learners’ writing achievements, compared to the traditional teacher-directed approach among the 60 sophomore English students in …. Azad University branch. Before initiating the 15-session treatment, a pre-test including 20 questions comprising four different variables named definite and indefinite articles, punctuation, passive voices, and the correct spelling of the words was run. The participants were randomly and equally divided into three groups: a traditional group receiving face-to-face traditional treatments, the technology-based group that was asked to use the Grammarly® software in writing activities, and the last group that employed the artificial intelligence named ChatGPT as the simulation of the human brain in writing. Similar to the pre-test but with different questions, a post-test was administered to evaluate the impacts of each intervention on the final writing achievements in each group.