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Arab World English Journal (AWEJ) Volume 16. Number 3, September 2025 Pp. 227-243
Department of Language and Humanities, Faculty of Educational Studies
University Putra Malaysia, Selangor, Malaysia
Department of Language and Humanities, Faculty of Educational Studies
University Putra Malaysia, Selangor, Malaysia
Department of Language and Humanities, Faculty of Educational Studies
University Putra Malaysia, Selangor, Malaysia
The teaching of grammar poses challenges for both educators and learners, often resulting in frustration and disengagement. Thus, it is impertinent to find ways to make grammar lessons effective. This study investigates the effectiveness of using the Grammarly application as a tool for providing corrective feedback to improve students’ grammatical accuracy in essay writing. Specifically, it aimed to explore students’ perceptions of the Grammarly application’s use in improving their writing skills. The study also aims to highlight the significance of integrating digital tools into language instruction to support autonomous learning and motivation. A qualitative approach was adopted, involving semi-structured interviews with ten 19-year-old students from a public higher education institution in Selangor, Malaysia. The data were thematically analysed using four key themes: reasons, challenges, motivation, and method. Findings suggest that students perceive Grammarly as a helpful tool that helps them construct clearer sentences, increases their awareness of grammatical errors, and boosts their confidence and motivation to write. These insights offer practical implications for educators considering digital feedback tools in their grammar instruction. It is recommended that future studies investigate Grammarly’s effectiveness in diverse contexts and with larger populations to understand its broader educational impact better.
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Nur Hallyda Mohd Sham is currently pursuing her Master’s Degree in TESL at the Faculty of Educational Studies, Universiti Putra Malaysia. She works as an English language teacher at a secondary school in Kuala Lumpur, Malaysia. Her research interests are teaching English as a second language and Educational Technology. https://orcid.org/0009-0002-8624-3304
Nooreen Noordin holds a doctoral degree from Universiti Putra Malaysia in the field of Teaching English as a Second Language. She is a senior lecturer at the Department of Language and Humanities Education, Faculty of Educational Studies, Universiti Putra Malaysia. Her research interests centers on language learning technology, content-based instruction and learning styles. https://orcid.org/0000-0002-4970-2682
Norhakimah Khaiessa Ahmad is a senior lecturer at Universiti Putra Malaysia, specializing in Second Language Teacher Education (SLTE). Her research centers on teacher and assessment identity within diverse instructional contexts. Her work advances scholarly discourse in English language teaching through publications and international conferences.
https://orcid.org/0000-0002-0788-4553