Grammarly as Automated Writing Evaluation: Its Effectiveness from EFL Students’ Perceptions
Keywords:grammarly, Automated Writing Evaluation, EFL writing class
The research aimed to describe EFL students’ perceptions of the effectiveness of Grammarly as an Automated Writing Evaluation (AWE). Nowadays, the Grammarly application is used to give AWE in many EFL writing classes. The respondents of the research were 75 students in an EFL writing class. The questionnaires and interviews were used to explore the students’ perceptions of using Grammarly in editing their drafts. The data from the questionnaires were calculated by percentages, and the data from the interview were analyzed by content analysis. The results show that the students have positive perceptions of using the Grammarly application as AWE. They state many advantages of Grammarly, such as Grammarly helps to identify errors in grammar, punctuation, spelling, and word choices in writing; helps to minimize errors in writing products; to enhance paraphrasing skills; to corrects the errors in writing anytime and anywhere; helps to improve students’ vocabulary; and Grammarly is easier to find errors in writing. Besides the advantages, the students state the drawback of Grammarly as AWE, such as Grammarly for free version has limited features to check errors; Grammarly for the premium version is expensive for students; and Grammarly cannot be accessed offline. The results of the questionnaires and interview represent that the Grammarly application has positive impacts on EFL students as an automated writing evaluation.
Bailey, D., & Lee, A. R. (2020b). An exploratory study of Grammarly in the language learning context: An analysis of test-based, textbook-based, and Facebook corpora. TESOL International Journal, 15(2), 4-17.
Dizon, G., & Gayed, J. M. (2021). Examining the impact Of Grammarly on the quality of mobile L2 writing. JALT CALL Journal, 17(2), 74-92. https://doi.org/10.29140/jaltcall.v17n2.336.
El-Ebyary, K., & Windeatt, S. (2010). The impact of computer-based feedback on students’ written work. International Journal English Studies, 10(2), 121-142. http://dx.doi.org/10.6018/ijes.10.2.119231.
Fahmi, M. A., & Cahyono, B. Y. (2021). EFL students’ perception on the use of Grammarly and teacher feedback. JEES (Journal of English Educators Society), 6(1), 18-25. https://doi.org/10.21070/jees.v6i1.849.
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), 69-74. http://dx.doi.org/10.22460/project.v4i1.p69-74.
Faller, J. M. V. (2018). Grammarly investigation into EFL writing issues involving Omani learners. International Journal of Language & Linguistics, 5(3), 165-174. https://doi.org/10.30845/Ijll.V5n3p16.
Fithriani, R., Dewi, U., Daulay, S. H., Salmiah, M., & Fransiska, W. (2019). Using Facebook in EFL writing class: Its effectiveness from students’ perspective. KnE Social Sciences, 634-645. https://doi.org/10.18502/Kss.V3i19.4892.
Fitria, T. N. (2021). Grammarly as AI-powered English writing assistant: Students’ alternative for English writing. Metathesis Journal of English Language Literature and Teaching, 5(1), 65-78. http://dx.doi.org/10.31002/metathesis.v5i1.3519.
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.
Hakiki, G. N. R. (2021). EFL students’ perception of the use of Grammarly application in writing class. Eduvelop: Journal of English Education and Development, 4(2), 99-106. https://doi.org/10.31605/Eduvelop.V4i2.891.
Hockly, N. (2019a). Automated writing evaluation. ELT Journal, 73(1), 82-88. https://doi.org/10.1093/Elt/Ccy044.
Lazic, D., Thompson, A., Pritchard, T., & Tsuji, S. (2020). Student preferences: using Grammarly to help EFL writers with paraphrasing, summarizing, and synthesizing. In F. Karen-Margrete, L. Sanne; B. Linda, T. Sylvie (Eds), CALL For Widening Participation: Short Papers from EUROCALL 2020 (pp. 183-189). https://doi.org/10.14705/rpnet.2020.48.1186.
Mubarok, A., Syafi, H. (2020). Grammarly : An online EFL writing companion. ELTICS (English Language Teaching and English Linguistics) Journal, 5(2), 1-10. https://doi.org/10.31316/eltics.v5i2.912.
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. http://dx.doi.org/10.24127/pj.v7i1.1332.
Parra, L. G., & Calero, X. S. (2019). Automated writing evaluation tools in the improvement of the writing skill. International Journal Instruction, 12(2), 209-226. https://doi.org/10.29333/Iji.2019.12214a.
Perdana, I., & Farida, M. (2019). Online grammar checkers and their use for Efl writing. Journal of English Teaching, Applied Linguistics and Literature (JETALL), 2(2), 67-76. http://dx.doi.org/10.20527/jetall.v2i2.7332.
Pratama, Y. D. (2020). The investigation of using Grammarly as online. English Ideas: Journal of English Language Education, 1(1), 46-54.
Copyright (c) 2022 Utami Dewi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. 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 or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. 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, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)