Exploring Students’ Perception and Experience with Grammarly in English Language Class

This study explores students’ perceptions and experiences with Grammarly in English language classes. A mixed-methods approach, including surveys and interviews, collected data from 100 undergraduate students to examine their attitudes towards Grammarly, its impact on writing quality and confidence, and its implications for language learning. The findings reveal a positive perception of Grammarly among students, with high levels of satisfaction reported regarding its usability and effectiveness in identifying and correcting errors. Students also reported improvements in writing quality, confidence, and motivation after using Grammarly. These findings suggest that Grammarly is a valuable support tool in English language education, providing real-time feedback and personalized guidance to enhance students’ writing skills. However, challenges such as overreliance on Grammarly and limitations in accessibility were also identified. Implications for practice include integrating Grammarly strategically into language learning curricula and emphasizing its role as a learning aid. Recommendations for future research include longitudinal studies to explore long-term effects and comparative studies to evaluate the effectiveness of Grammarly relative to other writing support tools. Overall, this study contributes to our understanding of the role of technology in language learning and informs pedagogical practices in English language education.