VietTESOL International Convention 2025

This study explores the impact and effectiveness of Google Scholar, Sci-Hub, and Grammarly on improving English paragraph writing among 10th-grade students at My Xuyen High School. Addressing the prevalent difficulties students face in writing, such as poor vocabulary, grammar errors, disorganized ideas, and lack of motivation, the initiative introduces a collaborative writing model supported by three digital tools. Initially, students demonstrated low performance in writing tasks, as reflected in diagnostic tests. The implemented solution involved guiding students to work in groups, utilize Google Scholar and Sci-Hub for academic content, and apply Grammarly for language correction. Through structured writing sessions aligned with curriculum units, students progressively developed their writing skills, critical thinking, and confidence.
Post-intervention assessments revealed significant improvement: the percentage of students achieving a satisfactory level or above increased from 70.5% to 90.9%, with a notable drop in underperforming students. The use of these online resources enabled learners to refine their writing mechanics, organize their ideas more effectively, and gain exposure to academic language. Furthermore, group collaboration fostered peer interaction, engagement, and active learning. This initiative demonstrates the practical application of digital tools in enhancing second language writing proficiency and can be replicated across secondary schools. It contributes to improving students’ readiness for national exams and real-world English usage in higher education and beyond.
Keywords: English writing, collaborative learning, Google Scholar, Sci-Hub, Grammarly, digital tools, high school students, EFL, writing proficiency, language education.