Grammarly as a Computer -Mediated Tool for Enhancing Writing Instruction
Abstract
Purpose of the study: This research explores the impact of Grammarly as a computer-mediated instruction tool, on the academic writing skills of Senior High School students in the Philippines.
Methodology: A quasi-experimental research design was used, involving 44 Grade 11 students. Participants were randomly assigned to either an experimental group which received instruction via Grammarly and a control group which followed traditional teaching writing methods. Both groups completed a pretest and posttest thru writing a descriptive essay and a 100-item achievement test.
Main Findings: The results showed that Grammarly significantly improved the writing performance and overall achievement of the experimental group, with their mean scores surpassing those of the control group. The findings suggest that integrating Grammarly into writing instruction can positively influence student performance
Novelty/Originality of this study: This study provides valuable insights into both lecturers and students by investigating how feedback and evaluation processes facilitated by Grammarly impact the quality and development of academic essays, the study highlights the tool's potential to enhance the writing process. Specifically, it examines the effectiveness of real-time corrections, suggestions, and feedback provided by Grammarly in helping students improve their writing skills.
References
C. B. Lasala, “Communicative competence of secondary senior students: Language instructional pocket,” Procedia-Social and Behavioral Sciences, vol. 134, pp. 226–237, 2014.
J. C. I. Pablo and R. C. S. Lasaten, “Writing difficulties and quality of academic essays of senior high school students,” Asia Pacific Journal of Multidisciplinary Research, vol. 6, no. 4, pp. 46–57, 2018.
T. N. Fitria, “Grammarly as AI-powered English writing assistant: Students’ alternative for writing English,” Metathesis: Journal of English Language, Literature, and Teaching, vol. 5, no. 1, pp. 65–78, 2021.
S. A. Ramadani, “Improving Students’ Writing Ability in Writing Descriptve Texts Through Field TRip at SMA N 1 Godean,” Yugyakarta: English Language Education Department Faculty of Language and Arts State University of Yogyakarta, 2013.
S. Al-Jumaily, “Improving my students’ writing skill: An intensive course for ESL learners by using process-approach to writing with the assistance of computer word processor,” International Journal of English Language Teaching, vol. 2, no. 1, pp. 29–35, 2015.
H. Wibowo and E. Zarkasih, “Improving Students’ Writing Ability Using Guided Composition,” Lingua, vol. 16, no. 1, pp. 70–86, 2020.
G. V Japos, “Effectiveness of coaching interventions using grammarly software and plagiarism detection software in reducing grammatical errors and plagiarism of undergraduate researches,” JPAIR Institutional Research Journal, vol. 1, no. 1, p. 1, 2013.
M. Nova, “Utilizing Grammarly in evaluating academic writing: A narrative research on EFL students’ experience,” Premise: Journal of English Education and Applied Linguistics, vol. 7, no. 1, pp. 80–96, 2018.
F. Ishak, “Investigating the relationship between Algerian EFL learners’ use of Grammarly and Academic Grammar Writing: The case of Master students at Biskra University,” 2023.
M. Ghufron, “Exploring an automated feedback program ‘Grammarly’and teacher corrective feedback in EFL writing assessment: Modern vs. traditional assessment,” in Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia, 2019.
K. Jayavalan, A. B. Razali, and B. Abu, “Effectiveness of online grammar checker to improve secondary students’ English narrative essay writing,” International Research Journal of Education and Sciences, vol. 2, no. 1, pp. 1–6, 2018.
Y. Shin and G. Kim, “The Effect of Automated Written Feedback through Grammarly: Focusing on Improving Language-related Writing Quality of English.,” Multimedia-Assisted Language Learning, vol. 25, no. 2, 2022.
S. Sutaryo, A. Asrul, and N. Hasan, “The Use Of €˜ Grammarlyâ€Tm Application As Electronic Feedback On Studentsâ€Tm Writing Of English Thesis At Universities In Ternate City,” Jurnal Bilingual, vol. 11, no. 1, pp. 1–12, 2021.
H. Karima, “Investigating the Impact of using ‘Grammarly’ application in mastering the use of Prepositions:" In, On, At, By, Between and Among" on the Writing Performance. The Case of Second Year EFL Students at Mohammed Kheider University of Biskra, Algeria”.
K. Jayavalan, A. B. Razali, and B. Abu, “Effectiveness of online grammar checker to improve secondary students’ English narrative essay writing,” International Research Journal of Education and Sciences, vol. 2, no. 1, pp. 1–6, 2018.
U. Knoch, L. May, S. Macqueen, J. Pill, and N. Storch, “Transitioning from university to the workplace: Stakeholder perceptions of academic and professional writing demands,” 2016.
D. R. Jasmin and P. J. Ongcoy, “Study on School Students’ Blended Learning Experiences and Mathematical Self-Concept during Covid-19,” Journal of Learning for Development, vol. 11, no. 3, pp. 492–501, 2024.
S. Burhanudin, A. Rizal, S. Hanafi, S. Sanjaykumar, R. Tagare Jr, and J. Lobo, “Evaluation of handeye coordination fitness test performance in folk dance.,” Fizjoterapia Polska, no. 4, 2024.
R. Race and C. Vidal-Hall, “The BERA/SAGE handbook of educational research–Volumes 1 and 2,” 2019, Taylor & Francis.
J. Ranalli, S. Link, and E. Chukharev-Hudilainen, “Automated writing evaluation for formative assessment of second language writing: Investigating the accuracy and usefulness of feedback as part of argument-based validation,” Educ Psychol (Lond), vol. 37, no. 1, pp. 8–25, 2017.
S. M. Brookhart, How to create and use rubrics for formative assessment and grading. Ascd, 2013.
J. Fraenkel, N. Wallen, and H. Hyun, How to Design and Evaluate Research in Education 10th ed. McGraw-Hill Education, 1993.
J. W. Creswell, Educational research: Planning, conducting, and evaluating quantitative and qualitative research. pearson, 2015.
S. C. Weigle, Assessing writing. Cambridge University Press, 2002.
L. Cohen, L. Manion, and K. Morrison, Research methods in education. routledge, 2002.
H. D. Brown and P. Abeywickrama, “Language assessment,” Principles and Classroom Practices. White Plains, NY: Pearson Education, vol. 20, 2004.
C. M. Saladino, “Students’ reflection on their English academic writing as bases in packaging a processoriented writing manual,” Unpublished Thesis, 2009.
H. Korpershoek, E. T. Canrinus, M. Fokkens-Bruinsma, and H. De Boer, “The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review,” Res Pap Educ, vol. 35, no. 6, pp. 641–680, 2020.
F. R. Yasmin, P. Rahayu, and B. M. Nazilah, “From Efl Learners’perspective: Does Grammarly As Online-Proofreader Help Them With Their Academic Writing?,” in Undergraduate Conference (UC) 2021, 2021.
I. Perdana and M. Farida, “Online grammar checkers and their use for EFL writing,” Journal of English Teaching, Applied Linguistics and Literatures (JETALL), vol. 2, no. 2, pp. 67–76, 2019.
I. Perdana, S. O. Manullang, and F. A. Masri, “Effectiveness of online Grammarly application in improving academic writing: review of experts experience,” International journal of social sciences, vol. 4, no. 1, pp. 122–130, 2021.
A. Qassemzadeh and H. Soleimani, “The impact of feedback provision by Grammarly software and teachers on learning passive structures by Iranian EFL learners,” Theory and practice in language studies, vol. 6, no. 9, pp. 1884–1894, 2016.
E. K. Ambarwati, “Indonesian university students’ appropriating Grammarly for formative feedback,” ELT in Focus, vol. 4, no. 1, pp. 1–11, 2021.
D. R. Javier, “App Review Using Tech Tools for Academic Writing:" Grammarly" as a Pedagogical Tool.,” Mextesol Journal, vol. 46, no. 2, p. n2, 2022.
M. Ashrafganjoe, M. J. Rezai, and S. E. Elhambakhsh, “Providing computer-based feedback through Grammarly® in writing classes,” Journal of Language and Translation, vol. 12, no. 2, pp. 163–176, 2022.
M. A. Pescante-Malimas and S. C. Samson, “Linguistic Error Analysis on Students’ Thesis Proposals.,” IAFOR Journal of Language Learning, vol. 3, no. 2, pp. 193–209, 2017.
N. P. Pongsapan and A. A. Patak, “Improving content, organization, vocabulary, language use, and mechanics using Movie Trailer Media,” International Journal of Evaluation and Research in Education (IJERE), vol. 10, no. 2, pp. 728–737, 2021.
U. Dewi, “Grammarly as automated writing evaluation: Its effectiveness from EFL students’ perceptions,” Lingua Cultura, vol. 16, no. 2, pp. 155–161, 2022.
H. M. R. Sinaga and L. Sihombing, “Graduate students’ syntactical errors in writing thesis,” Linguistica, vol. 3, no. 2, p. 148088, 2014.
V. Japos, “Effectiveness of coaching interventions using Grammarly software and detection software in reducing grammatical errors and plagiarism of undergraduate researchers. JPAIR Institutional Research, 1 (1), 97–109,” 2013.
H. Yang, “Efficiency of online grammar checker in English writing performance and students’ perceptions,” 영어학, vol. 18, no. 3, pp. 328–348, 2018.
Copyright (c) 2025 Donnie M. Tulud, Crison T. Magadan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Indonesian Journal of Education Research (IJoER) is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- 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.
- 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 and earlier and greater citation of published work.
