Investigating the relationship between Algerian EFL learners’ use of Grammarly and Academic Grammar Writing: The case of Master students at Biskra University

Abstract

The present study investigates the relationship between Grammarly as an Automated Writing Evaluation tool, and an AI-powered Application on the academic grammar writing of EFL learners who are enrolled in the English Masters' program at Mohamed Khider University of Biskra. Specifically, it examines the effect of the Grammarly program on students' grammatical errors and writing skills. Additionally, it aims to provide an overview of artificial intelligence, focusing on the Grammarly program, and illustrate its application in teaching academic writing to enhance students' attitudes towards this module. This is achieved through optimizing practice and promoting learners' autonomy in error detection and correction. To accomplish the planned objectives, a descriptive design with a mixed-method approach was chosen to generate both qualitative and quantitative data. The study employed two data collection tools: an online questionnaire distributed randomly to thirty-three (33) Masters EFL students, and a writing test (Triangulation test) which is a method of assessing writing skills by comparing and analyzing multiple sources to ensure accuracy, consistency, and credibility in the content and it was administered to six (06) students. Furthermore, the findings of this study offer valuable insights into the use of Grammarly and its impact on EFL students' grammatical accuracy and writing abilities. The high percentage of students who have used Grammarly indicates its popularity and widespread use among the target population. Moreover, participants' reasons for using Grammarly highlight its effectiveness in identifying and correcting grammatical errors. Additionally, the integration of Grammarly into the writing process of EFL students underscores its potential as a valuable tool for language learners. Overall, the implications of the findings emphasize the significance of using the Grammarly application and demonstrate that students recognize the benefits of Grammarly in enhancing the quality and accuracy of their writing. Finally, based on the results obtained, some pedagogical recommendations and suggestions for future research are provided.