ENGLISH-MAJORED STUDENTS’ PERCEPTIONS OF GRAMMARLY’S FEEDBACK IN PARAGRAPH WRITING

Autores/as

  • Luong Vo Nhat Quang Nam Can Tho University, Vietnam
  • Lam Ky Nhan Nam Can Tho University, Vietnam

DOI:

https://doi.org/10.46827/ejoe.v11i2.6890

Palabras clave:

Grammarly, automated writing evaluation, AI-assisted writing, paragraph writing, English-majored students

Resumen

The growing use of artificial intelligence (AI)-powered writing assistants has transformed English writing instruction by providing learners with immediate and automated feedback. Among these tools, Grammarly has gained widespread popularity in English as a Foreign Language (EFL) contexts; however, limited research has explored English-majored students’ perceptions of its feedback in paragraph writing. This mixed-methods study investigated students’ perceptions of Grammarly’s usability, correction accuracy, impact on confidence and writing development, perceived strengths, and perceived limitations. Quantitative data were collected through a questionnaire administered to 123 English-majored students at Nam Can Tho University, while qualitative data were obtained from semi-structured interviews with ten students. Descriptive statistics and thematic analysis were employed to analyze the data. The findings indicated that participants held highly positive perceptions of Grammarly (overall M = 4.24). Students particularly valued its usability, immediate feedback, grammatical accuracy, and support for self-editing and autonomous learning. Interview findings further revealed that Grammarly enhanced learners’ confidence, reduced writing anxiety, and encouraged independent revision. Nevertheless, participants acknowledged that Grammarly was less effective in addressing higher-order writing concerns, including idea development, coherence, and organization, and emphasized that it could not replace teacher feedback. The study concludes that Grammarly is a valuable supplementary tool for EFL paragraph writing and is most effective when integrated with teacher guidance to support both linguistic accuracy and overall writing development.

Biografía del autor/a

  • Luong Vo Nhat Quang, Nam Can Tho University, Vietnam

    Luong Vo Nhat Quang is an English lecturer at Nam Can Tho University, Vietnam. His primary research interests encompass learning media, critical thinking, creativity and innovation, as well as teaching and learning methodologies.

  • Lam Ky Nhan, Nam Can Tho University, Vietnam

    Lam Ky Nhan is a lecturer in the Faculty of Foreign Languages at Nam Can Tho University, Vietnam. He teaches undergraduate courses in English grammar, academic writing, and language assessment. His research interests include English language teaching, online language learning, teacher and learner motivation, language testing and assessment, and the integration of emerging technologies into language education. He has participated in and published research on English language education, teacher development, textbook implementation, and AI in language teaching and learning.

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Publicado

2026-07-23

Número

Vol. 11 Núm. 2 (2026)

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Articles

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