The Influence of Grammarly on University Students’ Writing Skills and Writing Confidence
Abstract
In academic writing, technology plays an essential component in the writing process and may be integrated into it, as demonstrated by the development of various writing tools, including Automated Writing Evaluation (AWE). This study aimed to find out the influence of using Grammarly as an AWE tool on university students' self-confidence and writing skills. At the undergraduate university level, students' writing abilities are particularly important in supporting various tasks, such as completing coursework, conducting research, and preparing final assignments as requirements for achieving a bachelor's degree. This pre-experimental research was conducted on 12 second semester students from the English Education Study Program at Universitas Muhammadiyah Palembang. The data were collected through a quantitative approach (pre-test and post-test) by using questionnaires and writing tests. The results were analyzed using SPSS by giving paired sample t-test and linear regression. The findings revealed significant improvements in both self-confidence and writing proficiency after the treatment, supported by paired-sample t-tests. Linear regression analysis showed a moderate positive correlation, with self-confidence accounting for 47.4% of the variance in writing performance. Despite the positive outcomes, limitations included a short study duration, limited access to laptops, and internet issues. The results suggest that Grammarly is effective in enhancing students’ writing and confidence, encouraging students and lecturers to integrate AWE tools into learning while addressing technological and linguistic challenges. Future research should explore the long-term effects and broader applications of such tools.
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DOI: http://dx.doi.org/10.18415/ijmmu.v12i12.7240
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