Exploring Students’ Perceptions of Using Grammarly in Academic Writing: Master Students of the English Department as a Case Study

Abstract

Mastering the writing skill can be a challenging task, particularly for MA students who are required to submit high-quality written assignments. To ensure that their work is flawless, the use of online error-checking tools like Grammarly can prove to be crucial. In this respect, this study aims to investigate the perceptions of MA students enrolled in the English Department at Ibn Tofail University regarding the use of Grammarly and its impact on their academic writing quality. A total of 60 MA students were selected using a convenience sampling technique. A mixed-method approach was employed to explore the specific ways in which students utilize the tool, the perceived benefits of its usage, and any challenges or limitations encountered by MA students. Data collection was carried out using a structured questionnaire based on the Technology Acceptance Model (Davis, 1989). This includes both closed-ended and open-ended questions. Quantitative data was analyzed using descriptive statistics (SPSS), while thematic analysis was employed for qualitative responses. The findings reveal that MA students perceive Grammarly as a useful and easy-to-use online tool reporting their different experiences and objectives in using online error-checking tools.