How Grammarly® Website Influences the Iranian EFL Learners’ Writing Performance

The current investigation was conducted to uncover the influences of the Grammarly® online website on correcting the Iranian EFL learners’ writing flaws and, in consequence, improving their writing performance. The participants of this research were 30 learners studying English at the intermediate level in a private language institute, Bojnurd, North Khorasan, Iran. Being divided into two groups, the experimental group received ten sessions of treatment employing the Grammarly® website in their writing instruction, whereas the control group was given a traditional paradigm concerning teaching writing skills. In addition, two raters evaluated the writers’ performances contingent upon five writing criteria: the band, writing achievement, cohesion-coherence, lexical resource, and grammatical measures. MANOVA, run as to the quantitative data, indicated a significant out-performance of the experimental group over the control group regarding the aspects of writing performance, yielding support to the effectiveness of the Grammarly® online webbased instruction. Furthermore, participants in the experimental group showed more positive attitudes than those in the control group towards the innovative instruction.