Exploring the Role of Grammarly as an Artificial Feedback Tool on Students` Writing Performance

Abstract

The present study aims at exploring the role of Grammarly as an artificial feedback tool on students' writing performance. It employs an exploratory research design in order to give background information on the topic. Additionally, it uses a quantitative research approach. The target population of the present study is third year students of English language at Yahia Fares University, Department of English language, with 70 participants forming the sample of the study through probability sampling technique. The data collection tool selected for the current study is the questionnaire. The data collected is analyzed through the use of SPSS software. The findings of the study revealed that that students' main difficulties in developing their writing skill involves composition of ideas, poor grammar competence in terms of writing accurate sentences, lack of vocabulary, spelling and punctuation. Moreover, the results also showed that students have positive attitudes towards the role of Grammarly in improving their writing skills. They indicated that it helps them improve their knowledge of language form and structure, discover new sentence structures, and increase their vocabulary through exposure to new words and expressions. Additionally, Grammarly is more time-saving than receiving traditional feedback from their teacher, and it is flexible as it can be used anywhere and anytime to practice writing skills outside the classroom.