Research on Using Grammarly to Improve Students’ English Writing
DOI:
https://doi.org/10.54855/acoj.251614Keywords:
Grammarly, writing skills, errorsAbstract
The study's aim is to explore the use of Grammarly in Writing three classes, evaluate students' perceptions of its advantages and drawbacks, and provide suggestions for resolving these issues. Over the course of a month, the researchers examined 40 writing samples from ten different students using a qualitative method. The research employs a qualitative design to analyze the writing errors, following the thematic approach. The study's conclusions show that Grammarly offers students dependable feedback on grammar, spelling, and sentence structure, which helps them write better by identifying mistakes. Students also thought that using Grammarly's recommendations as a resource rather to just accepting them at face value could help us become better writers and grammar experts.
References
Cheng, W., & Warren, M. (1997). Having second thoughts: Student perceptions before and after a peer assessment exercise. Studies in Higher Education, 22(2), 233239. https://doi.org/10.1080/03075079712331381064 DOI: https://doi.org/10.1080/03075079712331381064
David, J., & Liss, R. (2006). Effective academic writing 3 (1st ed.). USA: Oxford University Press
Dembsey, J. (2017). Closing the Grammarly® gaps: A study of claims and feedback from an online grammar program. The Writing Center Journal, 63-100 DOI: https://doi.org/10.7771/2832-9414.1815
Dodgson, A. N., Tariq, B., Alauyah, M., & Yusof, M.(2016). The secondary school students’ usage of English learning websites to self-correct writing errors. Asian Tefl, 1(11), 2503–2569. https://doi.org/10.21462/asiantefl.v1i1.3. DOI: https://doi.org/10.21462/asiantefl.v1i1.3
Dodigovic, M., & Tovmasyan, A. (2021). Automated Writing Evaluation: The Accuracy of Grammarly’s Feedback on Form. International Journal of TESOL Studies, 2(2), 71-87. https://doi.org/10.46451/ijts.2021.06.06 DOI: https://doi.org/10.46451/ijts.2021.06.06
Fahmi, S., & Rachmijati, C. (2021). Improving students’ writing skill using grammaly application for second grade in senior high school. PROJECT (Professional Journal of English Education), 4(1), 69 DOI: https://doi.org/10.22460/project.v4i1.p69-74
Fernando, E. K., & Suryaman, M. (2022). Appropriating Grammar as a Tool in Writing Activities: Student's Perception. Journal of English Language and Education, 7(2), 1-8. https://doi.org/10.31004/jele.v7i2.232 DOI: https://doi.org/10.31004/jele.v7i2.232
Fitria, R. A. (2021). Students’ perceptions of the use of grammarly in undergraduate thesis writing at IAIN Palangka Raya. IAIN Palangka Raya.
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 DOI: https://doi.org/10.21512/lc.v12i4.4582
Hadiat, A.W.F., Tarwana, W., & Irianti, L. (2022). The use of Grammarly to enhance students' accuracy in writing Descriptive text (A case study at eighth grade of a Junior High School in Ciamis). Journal of English Education Program (JEEP), 9(2), 1-10 DOI: https://doi.org/10.25157/(jeep).v9i2.8552
Karyuatry, L. (2018). Grammarly As a Tool to Improve Students’ Writing Quality. Free Online Proofreader across the Boundaries, 2, 83–89. DOI: https://doi.org/10.30595/jssh.v2i1.2297
Maulidina, Putri & Wibowo, Hanafi. (2022). The use of grammarly tools to enrich student's writing ability. Lingua, 18, 179-189. https://doi.org/10.34005/lingua.v18i2.2246. DOI: https://doi.org/10.34005/lingua.v18i2.2246
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), 80-96. DOI: https://doi.org/10.24127/pj.v7i1.1332
O'Neill, R., & Russell, A. (2019). Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly. Australasian Journal of Educational Technology, 42-56. https://www.helpforassessment.com/blog/grammarly-review/ DOI: https://doi.org/10.14742/ajet.3795
Pham, V. P. H. & Luong, T. K. P. (2023). The Incorporation of Facebook-Based Peer Comments into Writing Revisions: A Framework for Social-Network Peer Commentaries. Sage Open, 13(4), 1-18. https://doi.org/10.1177/21582440231203462 DOI: https://doi.org/10.1177/21582440231203462
Pham, Vu Phi Ho (2021). The Effects of Lecturer’s Model e-comments on Graduate Students’ Peer e-comments and Writing Revision. Computer Assisted Language Learning, 34(3), 324-357. https://doi.org/10.1080/09588221.2019.1609521 DOI: https://doi.org/10.1080/09588221.2019.1609521
Pratama, Y. D. (2020). The Investigation of Using Grammarly As Online Grammar Checker in the Process of Writing. English Ideas: Journal of English Language Education, 1(1), 46–54.
Su, A. A. T., & Tran, T. H. N. (2024). The Benefits and Weaknesses of ChatgGPT on Students’ Learning Writing. International Journal of AI in Language Education, 1(1), 20-28. https://doi.org/10.54855/ijaile.24112 DOI: https://doi.org/10.54855/ijaile.24112
Qassemzadeh, A., & Soleimani, H. (2016). The impact of feedback provision by Grammarly software and teachers on learning passive structures by Iranian EFL learners. Theory and Practice in Language Studies, 6(9), 1884-1894. https://doi.org/10.17507/ tpls.0609.23 DOI: https://doi.org/10.17507/tpls.0609.23
Vu, P. T. (2024). Using Grammarly in Enhancing Students’ Grammatical Accuracy in English Writing: A Case at a Private College in Hanoi. Proceedings of the AsiaCALL International Conference, 6, 81-96. https://doi.org/10.54855/paic.2466 DOI: https://doi.org/10.54855/paic.2466
Wardatin, F. N., Setiawan, S., Mustofa, A., & Nugroho, H. M. A. (2022). Integrating self-directed learning in facilitating writers engagement through Grammarly: Exploring the perceptions of premium users. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 7(1), 32-46. https://doi.org/10.26905/enjourme.v7i1.6849 DOI: https://doi.org/10.26905/enjourme.v7i1.6849
Zinkevich, N. & Ledeneva, T.. (2021). Using Grammarly to Enhance Students’ Academic Writing Skills. Professional Discourse & Communication, 3, 51-63. https://doi.org/10.24833/2687-0126-2021-3-4-51-63. DOI: https://doi.org/10.24833/2687-0126-2021-3-4-51-63
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Tran Kieu My An
This work is licensed under a Creative Commons Attribution 4.0 International License.
License
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process.
Copyright
The copyright of all articles published in the acoj remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the acoj are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
