ChatGPT as a Grammar Checker for Japanese English Language Learners: A Comparison with Grammarly and ProWritingAid




grammar checkers, ChatGPT, Grammarly, ProWritingAid, English


The introduction of ChatGPT by OpenAI in November 2022 has garnered much discussion and debate. The technology’s potential, which generates conversations in real-time using machine learning and natural language processing methods, has led to fears of job displacement (Lowrey, 2023) and student cheating (Mitchell, 2023; Cotton et al., 2023). However, the technology has not only brought fear, but also great expectations on the potential of the technology as a helpful educational aid (Ceres, 2023) and in expanding human potential (Hoffman, 2023). In this article, the use of ChatGPT is explored as a way to help students understand and improve their English grammar in comparison with Grammarly and ProWritingAid. A short text by a Japanese university is analyzed using Grammarly, ProWritingAid, and ChatGPT. The results found that, overall, ChatGPT provides the most helpful and best overall solution in helping Japanese English Language Learners (ELLs) with their grammar. Based on the results of the ChatGPT analysis, the application was introduced to first-year Japanese university students in a paragraph writing assignment. Questionnaire results on how students felt about the use of ChatGPT as a grammar-checker are presented.

Author Biography

Ronald Schmidt-Fajlik, Ibaraki University, Japan

Dr. Ronald Schmidt-Fajlik is from Canada. He is an associate professor at Ibaraki University in Japan. He has over 25 years of English language teaching experience and holds an M.Ed. and D.Ed. in English language teaching. His research interests include intercultural communication, anxiety in English language teaching, and the application of AI tools in English language learning.


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How to Cite

Schmidt-Fajlik, R. (2023). ChatGPT as a Grammar Checker for Japanese English Language Learners: A Comparison with Grammarly and ProWritingAid. AsiaCALL Online Journal, 14(1), 105–119.



Research Article

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