The Effectiveness of Using Grammarly to Improve Students' Writing Skills

Abstract

The purpose of this case study was to investigate the effectiveness of using Grammarly in EFL writing during a 16-week experimental period at a four-year university in China. A total of 43 English-major sophomores participated in this study. Students' writing performance and their perceptions of using Grammarly, were examined through pre-test, post-test, and a questionnaire. The results revealed that students' writing performance significantly increased throughout the 16 week intervention and the students were satisfied with the AI-based writing evaluation program as determined through written feedback. This suggests that applying Grammarly in writing classes is an effective approach for EFL students in developing writing skills and help teachers reduce teaching load.