TEACHERS’ PERCEPTIONS OF GRAMMARLY FOR WRITING ASSESSMENT: QUANTITATIVE STUDY
DOI:
https://doi.org/10.33603/perspective.v13i1.10206Keywords:
Grammarly, writing assessment, teachers' perceptions, quantitative study, AI-based learning toolsAbstract
In the era of globalization, proficiency in English writing has become a crucial skill for academic and professional success. Digital tools such as Grammarly have emerged as valuable aids in enhancing teachers’ writing assessment accuracy and quality. This study explores English teachers’ perceptions of Grammarly as a writing assessment tool at a Public High School. Employing a quantitative descriptive research design, data were collected from English teachers through a structured questionnaire using a Likert scale. The study examines four key indicators: effectiveness, usability, limitations, and challenges. The findings reveal that teachers generally perceive Grammarly as an effective and user-friendly tool for writing assessments. However, they also recognize its limitations and challenges, particularly in areas such as contextual accuracy and teacher dependency on automated corrections. The results provide significant insights into the role of AI-based writing tools in educational settings and offer recommendations for their optimal integration into writing instruction and assessment.
References
Aghisna Daroina, Widy Esa Febriani, Amalia Aulianisa, & Wihdah Amali Fadlia. (2022). Systematic Literature Review: Grammarly as a Medium in Analyzing Grammar for University Students. Conference on English Language Teaching, 2, 276–289. https://doi.org/10.24090/celti.v2.56
Ali, A. (2023). Exploring the Transformative Potential of Technology in Overcoming Educational Disparities. International Journal of Multidisciplinary Sciences and Arts, 2(1). https://doi.org/10.47709/ijmdsa.v2i1.2559
Alier, M., Casañ Guerrero, M. J., Amo, D., Severance, C., & Fonseca, D. (2021). Privacy and E-Learning: A Pending Task. Sustainability, 13(16), 9206. https://doi.org/10.3390/su13169206
As’ari, Desty Endrawati Subroto, & Mohamad Bayi Tabrani. (2023). Pengaruh Media Sosial Facebook Terhadap Hasil Belajar Mata Pelajaran Pendidikan Agama Islam” Pada Siswa SMAN 10 Kabupaten Tangerang. Concept: Journal of Social Humanities and Education, 2(3), 226–232. https://doi.org/10.55606/concept.v2i3.611
Astuti, D., & Sumarni, S. (2023). Grammarly in students’ self-directed learning for writing skills: Advantages and disadvantages. INSANIA: Jurnal Pemikiran Alternatif Kependidikan, 28(1a), 36–50. https://doi.org/10.24090/insania.v28i1a.8899
AYAN, A. D., & ERDEMİR, N. (2023). EFL Teachers Perceptions of Automated Written Corrective Feedback and Grammarly. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi. https://doi.org/10.38151/akef.2023.106
Barrot, J. S. (2022). Integrating Technology into ESL/EFL Writing through Grammarly. RELC Journal, 53(3), 764–768. https://doi.org/10.1177/0033688220966632
Basu, A. (2008). Cronbach’s Alpha. In Encyclopedia of Survey Research Methods. Sage Publications, Inc. https://doi.org/10.4135/9781412963947.n117
Chiang, F., Zhu, D., & Yu, W. (2022). A systematic review of academic dishonesty in online learning environments. Journal of Computer Assisted Learning, 38(4), 907–928. https://doi.org/10.1111/jcal.12656
Dewi, U. (2023). Grammarly as Automated Writing Evaluation: Its Effectiveness from EFL Students’ Perceptions. Lingua Cultura, 16(2), 155–161. https://doi.org/10.21512/lc.v16i2.8315
Dizon, G., & Gayed, J. M. (2021). Examining the impact of Grammarly on the quality of mobile L2 writing. The JALT CALL Journal, 17(2), 74–92. https://doi.org/10.29140/jaltcall.v17n2.336
Dizon, G., & Gold, J. (2023). Exploring the effects of Grammarly on EFL students’ foreign language anxiety and learner autonomy. The JALT CALL Journal, 19(3), 299–316. https://doi.org/10.29140/jaltcall.v19n3.1049
Dodigovic, M., & Tovmasyan, A. (2021). Automated Writing Evaluation: The Accuracy of Grammarly’s Feedback on Form. International Journal of TESOL Studies. https://doi.org/10.46451/ijts.2021.06.06
Driane, L. A., Roza, V., Melani, M., & Reflinda, R. (2024). EFL Students’ Perceptions on Using Grammarly in Thesis Writing at English Education Department Students. Continuous Education: Journal of Science and Research, 5(1), 40–61. https://doi.org/10.51178/ce.v5i1.1785
Ebadi, S., Gholami, M., & Vakili, S. (2023). Investigating the Effects of Using Grammarly in EFL Writing: The Case of Articles. Computers in the Schools, 40(1), 85–105. https://doi.org/10.1080/07380569.2022.2150067
Fitria, T. N. (2021b). Grammarly as AI-powered English Writing Assistant: Students’ Alternative for Writing English. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 65. https://doi.org/10.31002/metathesis.v5i1.3519
Fitria, T. N. (2022). Identifying Grammatical and Mechanical Errors of Students’ Writing: Using “Grammarly” as an Online Assessment. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 16(2), 169. https://doi.org/10.24036/ld.v16i2.116824
Fitriana, K., & Nurazni, L. (2022). Exploring Students’ Perception of Using Grammarly to Check Grammar in Their Writing. JET (Journal of English Teaching), 8(1), 15–25. https://doi.org/10.33541/jet.v8i1.3044
G, A. (2024). Sample Size Determination and Sampling Technique. International Journal of Science and Research (IJSR), 13(9), 1432–1440. https://doi.org/10.21275/ES24924103353
García-Fernández, J., Postigo, Á., Cuesta, M., González-Nuevo, C., Menéndez-Aller, Á., & García-Cueto, E. (2022). To be Direct or not: Reversing Likert Response Format Items. The Spanish Journal of Psychology, 25, e24. https://doi.org/10.1017/SJP.2022.20
Jelita, K. N., Daud, A., & Masyhur, M. (2023). THE EFFECTIVENESS OF USING GRAMMARLY ON HIGH SCHOOL STUDENTS’ WRITING QUALITY. International Journal of Educational Best Practices, 7(1), 43. https://doi.org/10.31258/ijebp.v7n1.p43-55
Juni Sahla Nasution, Adelina Br Sembiring, Dinda Patliana Sukma, & Siti Fifi Juliani. (2024). Evaluasi Pembelajaran Menulis di Kelas Tinggi. Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial, 2(4), 288–294. https://doi.org/10.61132/nakula.v2i4.993
Kawashima, T. (2023). Student perceptions of Grammarly, teacher’s indirect and direct feedback: Possibility of machine feedback. The JALT CALL Journal, 19(1), 113–139. https://doi.org/10.29140/jaltcall.v19n1.1017
Keshishi, N., & Hack, D. S. (2023). Emotional Intelligence in the Digital Age: Harnessing AI for Students’ Inner Development. Journal of Perspectives in Applied Academic Practice, 11(3). https://doi.org/10.56433/jpaap.v11i3.579
Merchant, G. (2023). Why Writing Still Matters. Cambridge University Press. https://doi.org/10.1017/9781009268677
Miranty, D., Widiati, U., Cahyono, B. Y., & Sharif, T. I. S. T. (2021). The Effectiveness of Using Grammarly in Teaching Writing Among Indonesian Undergraduate EFL Students. https://doi.org/10.2991/assehr.k.211212.008
Mustafa Altun. (2023). Developing Writing Abilities in L2: A Review. International Journal of Social Sciences & Educational Studies, 10(2). https://doi.org/10.23918/ijsses.v10i2p175
Nathir Ghafar, Z. (2024). Assessment of EFL Teachers’ and Students’ Writing Skills by Using the Grammarly Program. Journal of E-Learning Research, 3(1), 1–16. https://doi.org/10.33422/jelr.v3i1.671
Persson, P. B., Hillmeister, P., & Persson, A. B. (2022). Perception. Acta Physiologica, 235(3). https://doi.org/10.1111/apha.13842
Prasetya, R. E., & Syarif, A. (2022). Assessment and Feedback to Enhance Online English Language Learning. Metathesis: Journal of English Language, Literature, and Teaching, 6(1), 85–100. https://doi.org/10.31002/metathesis.v6i1.185
Ramadhan, M. F., Siroj, R. A., & Afgani, M. W. (2024). Validitas and Reliabilitas. Journal on Education, 6(2), 10967–10975. https://doi.org/10.31004/joe.v6i2.4885
Raskova, L. (2023). Integrating Grammarly Tools to Enhance Writing Efficiency in Senior High School. Jadila: Journal of Development and Innovation in Language and Literature Education, 3(1), 92–106. https://doi.org/10.52690/jadila.v3i1.389
Resiana, A. T., Zamzam, A., Putera, L. J., Amrullah, & Arfah, H. (2024). Effectiveness of Grammarly Application on the Students’ Argumentative Writing Progress. Journal of English Education Forum (JEEF), 4(3), 153–159. https://doi.org/10.29303/jeef.v4i3.722
Rinaldi, R., Wiyaka, W., & Prastikawati, E. F. (2022). Google Form as an Online Assessment Tool to Improve the Students’ Vocabulary Mastery. SALEE: Study of Applied Linguistics and English Education, 3(1), 56–71. https://doi.org/10.35961/salee.v3i1.307
Rojas, Á. (2023). On the Relativity of Perception. English Studies in Latin America: A Journal of Cultural and Literary Criticism, 1, 1–6. https://doi.org/10.7764/ESLA.61883
Ross, P. T., & Zaidi, N. L. B. (2019). Limited by our limitations. Perspectives on Medical Education, 8(4), 261–264. https://doi.org/10.1007/S40037-019-00530-X
Sheronovna, A. (2021). THE SIGNIFICANCE OF WRITING SKILL. 286–289.
Sousa, M. J., Marôco, A. L., Gonçalves, S. P., & Machado, A. de B. (2022). Digital Learning Is an Educational Format towards Sustainable Education. Sustainability, 14(3), 1140. https://doi.org/10.3390/su14031140
Sri Wulandari, B., & Bakthawar, P. (2024). Need Analysis in Developing Writing Instruction for Educational Short Story Writing based on Local Narratives Need Analysis in Developing Writing Instruction History Abstract. Journal of English Language, Literature, and Teaching, 8(2). https://doi.org/10.31002/metathesis.v8i2
Suryanto, S., Habiburrahim, H., Akmal, S., Zainuddin, Z., Safrul, M. S., & Hanani, F. (2024). Scrutinizing the Impacts of Grammarly Application on Students’ Writing Performance and Perception. Jurnal Ilmiah Peuradeun, 12(2), 465. https://doi.org/10.26811/peuradeun.v12i2.1235
Taherdoost, H. (2022). Designing a Questionnaire for a Research Paper: A Comprehensive Guide to Design and Develop an Effective Questionnaire. Asian Journal of Managerial Science, 11(1), 8–16. https://doi.org/10.51983/ajms-2022.11.1.3087
Wenxun, N., Md Yunus, M., & Ismail, H. H. (2025). Investigating the Effect of Grammarly on Enhancing Writing Skills ELT Classroom: A Systematic Literature Review (2020-2024). International Journal of Academic Research in Progressive Education and Development, 14(1). https://doi.org/10.6007/IJARPED/v14-i1/24774
Wulandari, S., Laeli, A., & Astutik, I. (2024). Using Grammarly Software to Check the Problems in Essay Writing: EFL Pre-service Teachers’ Perceptions. New Language Dimensions, 5(1), 12–22. https://doi.org/10.26740/nld.v5n1.p12-22
Zheng, L., Wang, C., Liu, T., & Gu, X. (2023). Inspecting Technology-Related Quality of Teaching Artifacts to Understand Teachers’ Technology Adoption. IEEE Transactions on Learning Technologies, 16(6), 940–954. https://doi.org/10.1109/TLT.2023.3244231
Zinkevich, N. A., & Ledeneva, T. V. (2021). Using Grammarly to Enhance Students’ Academic Writing Skills. Professional Discourse & Communication, 3(4), 51–63. https://doi.org/10.24833/2687-0126-2021-3-4-51-63
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Alfina Damashola, Sulistyanto, Angga Prasongko
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License (CC-BY-SA) that allows others to share the work with an acknowledgment of the works' authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.
- Authors should submit the signed copyright transfer agreement form (CTA Form) along with the checked (and corrected proofs).
