Utilizing Grammarly in an Academic Writing Process: Higher-Education Students’ Perceived Views

Faisal Faisal, Primita Arif Carabella


This small-scale study looks into the English-Language-Education-Program (ELE) students’ perceived views on using Grammarly as an automatic grammar checker in an academic writing process. It adopted a questionnaire instrument Novianti (2020) employed in her study. The interval scale average of 73.3% indicated that most students positively perceived using Grammarly in the academic writing process. They deemed that this application could help them revise their errors in the academic writing process, improve their academic writing, and boost their confidence in academic writing. On the other hand, some students negatively perceived using Grammarly in their academic writing process due to the nature of feedback this application offers. Furthermore, this study considered that factors that might have affected both views were associated with Grammarly’s handy and practical use and non-contextual and irrelevant feedback. This study is a small-scale one, primarily investigating students’ perceptions of the use of Grammarly application in an academic writing process. Future research can expand such dimensions as students’ attitudes in using this application or the impacts of Grammarly on students’ writing anxiety. Moreover, it can investigate students’ perceptions of the use of the application in an academic writing process by employing different instruments and indicators of perception.


academic writing process, Grammarly, perception

Full Text:

Download PDF


Abidin, R., & Suryani, N. (2020). Students' perceptions of 360-degree virtual tour-based historical learning about the cultural heritage area of the Kapitan and Al-Munawar villages in Palembang City. International Journal of Social Sciences and Management, 7(3), 105-112. https://doi.org/10.3126/ijssm.v7i3.29764

Ambarwati, E. K. (2021). Indonesian University students’ appropriating Grammarly for formative feedback. ELT in Focus, 4(1), 1-11.

Anggita, D., Mahpul, F. R., & Riyantika, F. (2021). The use of picture series on Instagram to improve students’ writing in EFL writing class. U-JET, 10(1), 59-71.

Anggraini, R., Rozimela, Y., & Anwar, D. (2020). The effects of collaborative writing on EFL learners' writing skills and their perception of the strategy. Journal of language teaching and research, 11(2), 335-341.

Ariyanti, & Fitriana, R. (2017). EFL students’ difficulties and needs in essay writing. Advances in Social Science, Education and Humanities Research (ASSEHR), 158, 111-121.

Armanda, M. L., Nugraheni, A. F., Wulansari, A., & Imron, A. (2022). " Grammarly" as English writing assistant from EFL students’ perspective. English Education: Journal of English Teaching and Research, 7(2), 128-137.

Barrot, J. S. (2022). Integrating technology into ESL/EFL writing through Grammarly. Relc Journal, 53(3), 764-768.

Bernard, H. R., & Bernard, H. R. (2013). Social research methods: Qualitative and quantitative approaches. Sage.

Bulqiyah, S., Mahbub, M., & Nugraheni, D. A. (2021). Investigating writing difficulties in essay writing: Tertiary students' perspectives. English Language Teaching Educational Journal, 4(1), 61-73. https://doi.org/10.12928/eltej.v4i1.2371

Cavaleri, M. R., & Dianati, S. (2016). You want me to check your grammar again? The usefulness of an online grammar checker as perceived by students. Journal of Academic Language and Learning, 10(1), A223-A236.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed Methods approaches (Vol. 4). SAGE Publications, Inc.

Dana, I. N. (2021). Pengaruh Penerapan Program K3 terhadap Perilaku Pekerja dengan Sarana & Fasilitas Sebagai Variabel Intervening. Jurnal Syntax Transformation, 2(9), 1273-1283.

Dewi, U. (2022). Grammarly as automated writing evaluation: Its effectiveness from EFL students’ perceptions. Lingua Cultura, 16(2).

Eckstein, G., Sims, M., & Rohm, L. (2020). Dynamic written corrective feedback among graduate students: The effects of feedback timing. TESL Canada Journal, 37(2), 78-102.

Emaliana, I., Tyas, P. A., Widyaningsih, G. E. N., & Khotimah, S. K. (2019). Evaluasi pembelajaran bahasa asing pada pendidikan tinggi. Universitas Brawijaya Press.

Erniwati, E., Mertosono, S. R., Arid, M., Anggreni, A., & Nirwijayanti, N. (2022). Promoting Effective Writing through POW+ TREE Strategy. Ethical Lingua: Journal of Language Teaching and Literature, 9(2), 433-439.

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.

Faisal, Parr, J. M., & Wilson, A. J. (2021). Pedagogical content knowledge in teaching writing: The case of certified and non-certified Junior Secondary School English teachers in Banyumas Regency. (Doctor of Philosophy), The University of Auckland, Auckland, New Zealand.

Faisal, F., & Putri, N. N. (2023). English songs in vocabulary learning: Higher-education students’ perceived views. Surakarta English and Literature Journal, 6(1), 46-61. https://doi.org/10.52429/selju.v6i1

Faisal, F., & Wulandari, Y. (2013). Improving students' competence in writing descriptive texts through 'FRESH' technique. English Review: Journal of English Education, 2(1), 57-65.

Fisher, M. J., & Marshall, A. P. (2009). Understanding descriptive statistics. Australian Critical Care, 22(2), 93-97.

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, 634–645-634–645.

Fitria, R. A. (2021). Students’ perceptions of the use of Grammarly in undergraduate thesis writing at IAIN Palangka Raya. (Unpublished bachelor thesis), IAIN Palangka Raya, Palangka Raya.

GoI. (2003). Act No. 20/2003 concerning national education system. Jakarta, Indonesia

Grammarly. (2022). About Grammarly. Grammarly. Retrieved July 22, 2022 from https://www.grammarly.com/desktop/

Hakiki, G. N. R. (2021). Perception of EFL students on the use of Grammarly application in writing class. EDUVELOP, 4(2), 99-106.

Hamka, N. (2021). Planning time in Relation to complexity of the writing task performance of EFL learners in Non-English Country: Case study at English Department Khairun University, Indonesia. Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton, 7(4), 706-715.

Hockly, N. (2019). Automated writing evaluation. ELT Journal, 82-88. https://doi.org/10.1093/elt/ccy044

Hyland, K. (2021). Second language writing instruction. Research Questions in Language Education and Applied Linguistics: A Reference Guide, 129-132.

Irvin, L. L. (2010). What Is “Academic” Writing? Writing spaces: Readings on writing, 1, 3-17.

Irwansyah, D. (2018). Teaching English at Indonesian Islamic Higher Education: An Epistemological Perspective. Dinamika Ilmu, 18(1), 1-13.

Iskandar, I. (2020). Pedagogical approaches to the teaching of ESL/EFL writing: a literature review. International Journal of Humanities and Innovation (IJHI), 3(1), 44-49.

Iswati, L., & Triastuti, A. (2021). Voicing the challenges of ESP teaching: Lessons from ESP in non-English departments. Studies in English Language and Education, 8(1), 276-293.

Jerald, G. G., & Shah, P. M. (2019). The Impact of CEFR-aligned curriculum in the teaching of ESL in Julau District: English teachers’ perspectives. International Journal of Innovative Research and Creative Technology, 4(6). http://www.ijirct.org/papers/IJIRCT1801023.pdf

Karyutary, L. R., M. D; Darayani, N.A. (2018). Grammarly as a tool to improve students' writing quality (Free online proofreader across the boundaries). Sains Sosial and Humaniora, 2.

Khoshnevisan, B. (2019). The affordances and constraints of automatic writing evaluation (AWE) tools: A case for Grammarly. ARTESOL EFL Journal, 2(2), 12-25.

Lailika, H. I. (2019). Students' perceptions of the use of Grammarly as an online grammar checker in thesis writing. (Unpublished Bachelor's thesis), Universitas Islam Negeri Sunan Ampel Surabaya, Surabaya.

Latif, D. M., & Sahla, W. A. (2018). Determinan persepsi dalam pengambilan keputusan etis penggelapan pajak. Jurnal RAK (Riset Akuntansi Keuangan), 3(1), 11-24.

Li, Z. (2021). Teachers in automated writing evaluation (AWE) system-supported ESL writing classes: Perception, implementation, and influence. System, 99, 102505.

Lindawati, N., Jabu, B., & Baa, S. (2022). Students' perception on the use of WhatsApp in learning EFL during Covid 19 at a remote area. Journal of Excellence in English Language Education, 1(4).

Lorena, P. G., & Ximena, C. S. (2019). Automated writing evaluation tools in the improvement of the writing skill. International Journal of Instruction, 12(2), 209-226. https://doi.org/10.29333/iji.2019.12214a

McCarthy, K. S., Roscoe, R. D., Allen, L. K., Likens, A. D., & McNamara, D. S. (2022). Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision? Assessing Writing, 52, 100608.

Meysarah, C. E. (2018). The analysis of Purdue Online Writing Labs as second language writing support tools. Journal of English Language Teaching and Linguistics, 3(1), 11-19. https://doi.org/10.21462/jeltl.v3i1.89

Miranty, D., & Widiati, U. (2021). An automated writing evaluation (AWE) in higher education. Pegem Journal of Education and Instruction, 11(4), 126-137.

Muhson, A. (2006). Teknik analisis kuantitatif. Universitas Negeri Yogyakarta. Yogyakarta.

Mukorobin, R., & Widyantoro, A. Approximation practice on students' writing. Indonesian Journal of EFL and Linguistics, 3(2). https://doi.org/10.21462/ijefl.v3i2.70

Nation, I. S. P., & Macalister, J. (2020). Applying principles to reading and writing courses. In I. S. P. Nation & J. Macalister (Eds.), Teaching ESL/EFL Reading and Writing (pp. 167-177). Routledge.

Nguyen, B. V., & Ngo, T. C. T. (2021). Using the internet for self-study to improve translation for English-majored seniors at Van Lang University. International Journal of TESOL & Education, 1(2), 110-147.

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.

Novianti, E. (2020). EFL students’ perceptions on the use of Grammarly in writing thesis. (Unpublished bachelor thesis), UIN Antasari, Banjarmasin.

Nugraheni, D. A., & Basya, D. (2018). Exploring EFL students’writing difficulties: From dimensions to errors. Prosiding SNasPPM, 3(1), 78-83.

Nunes, A., Cordeiro, C., Limpo, T., & Castro, S. L. (2022). Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020. Journal of Computer Assisted Learning, 38(2), 599-620.

Nuraziz, I. (2018). Curriculum development of KKNI at English education department of Inkafa Gresik. JALIE; Journal of Applied Linguistics and Islamic Education, 1(2), 403-433.

Nurhayati, D. A. W. (2022). The relevance of adopting proofreading tools to maintain academic writing integrity and coherence text. Indonesian Journal of EFL and Linguistics, 7(2). https://doi.org/10.21462/ijefl.v7i2.547

Nurohman, M. M. (2018). Analysis of the students perception toward reading strategies (A study of the 4th-semester students of IAIN Salatiga in the academic year of 2017/2018). (Unpublished bachelor thesis), IAIN SALATIGA, Salatiga.

O'Neill, R., & Russell, A. (2019). Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly. Australasian Journal of Educational Technology, 35(1).

Oshima, A., & Hogue, A. (2007). Introduction to academic writing. Pearson/Longman.

Otara, A. (2011). Perception: A Guide for Managers and Leaders.

Palermo, C., & Wilson, J. (2020). Implementing automated writing evaluation in different instructional contexts: A mixed-methods study. Journal of Writing Research, 12(1), 63-108.

Pratama, Y. D. (2021). The investigation of using Grammarly as an online grammar checker in the process of writing. English Ideas: Journal of English Language Education, 1(2).

Qiong, O. (2017). A brief introduction to perception. Studies in Literature and Language, 15(4). https://doi.org/10.3968/10055

Robbins, S. (2018). Organizational Behavior. Pearson Education Limited.

Roeckelein, J. E. (2006). Social perception and the social class-mental illness relationship: New research or beating a dead horse? . In J. A. Zebroski (Ed.), New Research on Social Perception (pp. 127-159). Nova Science Publisher, Inc.

Sakkir, G., & Dollah, S. (2019). Facebook-based writing instructional material in English classes: Lecturers’perception. Seltics, 2(2), 76-83.

Saleh, M., & Muhayyang, M. (2021). Instagram as a media to foster EFL students ‘English writing skill. ELT Worldwide, 8(2), 331-342.

Saricaoglu, A., & Bilki, Z. (2021). Voluntary use of automated writing evaluation by content course students. ReCALL, 33(3), 265-277. https://doi.org/10.1017/S0958344021000021

Senjahari, B., Desfitranita, D., & Kustati, M. (2021). Learning objectives and environments: How do they affect students’ motivation in English language learning? Studies in English Language and Education, 8(2), 492-507.

Sentika, S., & Arissaputra, R. (2021). The influence of perception regarding startup towards career choices in startup field on generation Y and generation Z college students in Bandung City. International Journal Of Humanities Education and Social Sciences (IJHESS), 1(3).

Setyowati, L. (2016). Analyzing the students’ ability in writing opinion essay using flash fiction. Journal of English Language Teaching and Linguistics, 1(1). https://doi.org/10.21462/jeltl.v1i1.1

Solomon, M. R. (2019). Consumer behaviour: A European perspective. Pearson Education.

Srikandi. (2019). The teaching of writing in EFL classes. EDUCASIA: Jurnal Pendidikan, Pengajaran, Dan Pembelajaran, 4(1). https://doi.org/educasia.v4i1.43

Sundari, H., & Febriyanti, R. H. (2021). The analysis of Indonesian EFL argumentative writing using Toulmin’s model: The structure and struggles from the learners. Scope: Journal of English Language Teaching, 5(2), 67-78. https://doi.org/10.30998/scope.v5i2.8544

Susanto, A., Oktavia, Y., Yuliani, S., Rahayu, P., Haryati, H., & Tegor, T. (2020). English lecturers’ beliefs and practices in vocabulary learning. Studies in English Language and Education, 7(2), 486-503.

Suwartono. (2014). Dasar-dasar metodologi penelitian. Andi Offset.

Suwartono, T., & Oktavia, N. F. (2019). Option-based tasks: An effort to encourage the EFL students to learn. Leksika: Jurnal Bahasa, Sastra dan Pengajarannya, 13(1), 46-54.

Talis, S. S. N., Akib, E., & Baso, F. A. (2018). The students’ perception toward implementing blended learning method in English Language Teaching (ELT) at the 5th-semester students of English Education Department (A descriptive qualitative research) JKIP (Jurnal Keguruan Dan Ilmu Pendidikan), 5, 37-51.

Tian, L., & Zhou, Y. (2020). Learner engagement with automated feedback, peer feedback and teacher feedback in an online EFL writing context. System, 91, 102247.

Toba, R., & Noor, W. N. (2019). The current issues of Indonesian EFL students’ writing skills: Ability, problem, and reason in writing comparison and contrast essay. Dinamika Ilmu, 19(1), 57-73. https://doi.org/10.21093/di.v19i1.1506

Ummah, L. K. (2022). EFL students' perception of Grammarly premium's feedback and how they deal with the inaccuracy. Universitas Islam Negeri Maulana Malik Ibrahim,

Unaradjan, D. D. (2019). Metode penelitian kuantitatif. Penerbit Unika Atma Jaya Jakarta.

Walgito, B. (2004). Pengantar psikologi umum. Andi Offset.

Walisundara, W. (2020). Second language learner perceptions on web-based language learning. Journal of English Language Teaching and Linguistics, 5(3). https://doi.org/jeltl.v5i3.465

Wang, S., & Li, R. (2019). An empirical study on the impact of an automated writing assessment on Chinese college students’ English writing proficiency. International Journal of Language and Linguistics, 7(5), 218-229.

Weda, S., Atmowardoyo, H., Rahman, F., Said, M., & Sakti, A. (2021). Factors affecting students’ willingness to communicate in EFL classroom at higher institution in Indonesia. International Journal of Instruction, 14(2), 719-734.

Wilson, J., Ahrendt, C., Fudge, E. A., Raiche, A., Beard, G., & MacArthur, C. (2021). Elementary teachers’ perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation. Computers & Education, 168, 104208.

Winans, M. D. (2021). Grammarly’s tone detector: Helping students write pragmatically appropriate texts. Relc Journal, 52(2), 348-352.

Winarti, W., & Cahyono, B. Y. (2020). Collaborative writing and process writing approach: The effect and students perception. Journal of English Educators Society (English), 5, 163.

Wozniak, W. (2011). Sensation and perception (a unit lesson plan for high school psychology teachers). American Psychologycal Association.

Yan, G. (2016). Conceptualizing effective feedback practice through an online community of inquiry. Computers & Education, 94. https://doi.org/10.1016/j.compedu.2015.10.023

Yao, D. (2021). Automated writing evaluation for ESL Learners: A case study of Pigai system. Journal of Asia TEFL, 18(3), 949. https://doi.org/10.18823/asiatefl.2021.

Yousofi, R. (2022). Grammarly deployment (in) efficacy within EFL academic writing classrooms: An attitudinal report from Afghanistan. Cogent Education, 9(1), 2142446.

Yu, S., & Hu, G. (2017). Understanding university students’ peer feedback practices in EFL writing: Insights from a case study. Assessing Writing, 33. https://doi.org/10.1016/j.asw.2017.03.004

Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491-523.

Zein, T., Sinar, T., Nurlela, N., & Yusuf, M. (2019). The Incomplete linguistic features and schematic structure in EFL university students’ narrative texts. Journal of Education, Teaching and Learning, 4(1), 203-209. https://doi.org/10.26737/jetl.v4i1.675

Zhan, J., Sun, Q., & Zhang, L. J. (2021). Effects of manipulating writing task complexity on learners’ performance in completing vocabulary and syntactic tasks. Language Teaching Research, 13621688211024360.

Zhang, J., & Zhang, L. J. (2022). The effect of feedback on metacognitive strategy use in EFL writing. Computer Assisted Language Learning, 1-26.

Zhang, T., Chen, X., Hu, J., & Ketwan, P. (2021). EFL students' preferences for written corrective feedback: Do error types, language proficiency, and foreign language enjoyment matter? Frontiers in Psychology, 12, 660564.

Zhang, Z. V. (2020). Engaging with automated writing evaluation (AWE) feedback on L2 writing: Student perceptions and revisions. Assessing Writing, 43, 100439.

DOI: http://dx.doi.org/10.21462/jeltl.v8i1.1006


  • There are currently no refbacks.

JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email:[email protected]

Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Indexed and Abstracted BY: