Delsa Miranty, Utami Widiati, Bambang Yudi Cahyono, Tengku Intan Suzila Tengku Sharif
This research investigates the efficacy of Grammarly as an application and teacher feedback in enhancing the writing skills of Indonesian undergraduate EFL students. The Switching Replication Design encompasses 78 first-year students enrolled in a writing course. The study examines the impact of these feedback methods on writing, skill enhancement, and student responses. Data is gathered via pre-and post-tests and a closed-ended questionnaire and analyzed using One-Way ANCOVA and descriptive statistics in SPSS 20. Research shows that Grammarly, when combined with teacher feedback, enhances diction, language usage, and mechanics and from teacher feedback has more effect on content and organization. The initial experimental group surpasses the second, attaining a moderate N-Gain score. Students react favorably to both feedback modalities, with Grammarly commended for its automated recommendations. The research concludes that integrating Grammarly and teacher feedback significantly improves writing skills, particularly in diction, language usage, mechanics, content, and organization. © 2025, Universidad de Malaga. All rights reserved.
Universitas Sultan Ageng Tirtayasa, Indonesia; Universitas Negeri Malang, Indonesia; Universiti Teknologi MARA, Malaysia
