A Case Study on the Use of Grammarly in Academic Writing Based on the Experiences of English Department Students at USN Kolaka

Abstract

This research investigated students’ use of Grammarly in completing academic writing assignments, focusing on their experiences and the tool’s effectiveness in improving writing. The study was conducted at Universitas Sembilanbelas November (USN) Kolaka with a mixed-methods design, combining questionnaires and semi-structured interviews with English Department students.

The findings revealed that Grammarly was widely used by students, particularly to correct grammar, spelling, punctuation, and vocabulary. Students reported that Grammarly helped them polish their essays, proposals, and theses, with grammar correction emerging as the most dominant aspect. Moreover, Grammarly increased students’ confidence and motivation in writing, as they felt more assured of the accuracy of their work. However, the research also found several limitations. Students who relied on the free version faced restricted access to advanced features, while some experienced technical issues such as slow performance. More importantly, Grammarly could not replace human feedback, as it often lacked explanations for errors. Thus, students still sought guidance from peers and lecturers for deeper understanding.

In conclusion, Grammarly served as a helpful support tool for academic writing by reducing surface-level errors and boosting students’ confidence. Yet, it worked best when complemented with human feedback and traditional learning. This study highlights the importance of integrating Grammarly mindfully into academic contexts, particularly in rural universities, to balance technology with pedagogy.