The Impact of Grammarly AI-powered Writing Tool on the EFL Students’ Writing Proficiency and Autonomy

The integration of technology into educational settings has gained significant attention, particularly in language learning, with a focus on professional users such as instructors and researchers. However, little has been done on how it can assist students’ writing proficiency and autonomy. This study examines the effectiveness of an AI Writing Tool in improving the writing skills and autonomy of Iranian EFL learners in virtual education. This study examines the impact of Grammarly on the writing performance and autonomy of EFL learners using a quasi-experimental design. A cohort of 52 English translation students from Payame Noor University’s virtual education program was selected using convenience sampling and stratified based on their Oxford Placement Test (OPT) results. The experimental group received a Grammarly-based intervention, and the control group followed conventional methods. After ten sessions, post-tests in writing and learner autonomy were administered, and data were analyzed using ANCOVA to control for pre-test scores. The findings revealed a significant improvement in the writing proficiency and autonomy of the experimental group compared to the control group, emphasizing the potential of AI tools in addressing the challenges of virtual education in the Iranian context. These results underscore the importance of integrating Grammarly into EFL curricula to foster writing competence and learner independence. By addressing the specific needs of Iranian EFL learners, this study bridges a critical gap in research. It provides practical implications for educators and policymakers in adopting AI-driven tools for language learning.