Students' Perceptions of Using Grammarly Tools in English Writing: A Study on First-Semester EFL Students at STAIN Mandailing Natal

Abstract

Writing remains one of the most challenging skills for English as a Foreign Language (EFL) learners due to requirements for grammatical precision, vocabulary richness, and structural coherence. This study explores first-semester students' perceptions of using Grammarly as an automated writing evaluation tool at STAIN Mandailing Natal. Grounded in Perception Theory, Constructivist Learning Theory, and Computer-Assisted Language Learning (CALL), the research employed a qualitative descriptive design involving 10 first-semester English Education students who utilized Grammarly in their writing assignments. Data were gathered through semi-structured interviews, classroom observations, and document analysis of student writing drafts, analyzed using Miles, Huberman, and Saldaña's interactive model. Findings reveal that students hold strongly positive perceptions regarding Grammarly's ease of use, instant feedback mechanism, and effectiveness in enhancing lower-order writing concerns such as grammar, spelling, and punctuation. Additionally, the tool boosted students' self-confidence and accelerated revision processes. However, primary constraints identified include limited premium features, internet dependency, occasional contextual inaccuracies, and minimal feedback on higher-order concerns like argument development. The study concludes that while Grammarly serves as a valuable supplementary tool for self-editing and learner autonomy, instructor guidance remains essential for fostering critical thinking and comprehensive academic writing competence.