The Role of Grammarly as an Automated Writing Evaluation Tool in EFL Writing Learning Process

Kristian Florensio Wijaya

doi:10.24239/dee.v6i2.127

Authors

Kristian Florensio Wijaya Cita Hati School, Samarinda, Indonesia

DOI:

https://doi.org/10.24239/dee.v6i2.127

Keywords:

EFL writing, Automated Writing Evaluation tool, Grammarly, library study, thematic analysis

Abstract

This study investigated the role of Grammarly as an automated writing evaluation (AWE) tool in supporting EFL learners’ writing development. A library-based review was conducted, analyzing findings from 30 empirical studies published between 2018 and 2025. A thematic analysis approach was employed to identify common patterns across the selected literature. The review showed that Grammarly primarily contributed to improvements in writing accuracy, linguistic proficiency, and surface-level mechanics. The tool also supported the development of learner autonomy, strategic revision skills, and motivation when integrated into classroom writing activities. However, the reviewed studies indicated that Grammarly remained limited in addressing higher-order writing skills such as organization, coherence, and idea development. These findings highlighted the importance of combining AWE tools with teacher feedback to achieve balanced writing instruction. The study offered insights relevant to international educators seeking evidence-based guidance on adopting AWE tools to enhance EFL writing pedagogy.

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