Automated Corrective Feedback Program (Grammarly): A Study of Effects on the Writing Skills of Saudi EFL Undergraduates

Abstract

The current study investigates Grammarly by examining its impact on Saudi EFL learners’ writing skills. A total of 30 female undergraduate students, ranging in age from 20 to 23, majoring in English Language and Translation at a public university in Saudi Arabia, were selected as the research sample. The participants were randomly assigned into two groups; 15 in the control group and 15 in the experimental group. Following a mixed method study design, data were collected using two research instruments: a pre- and post-test, and an attitudinal questionnaire survey. The findings revealed no significant differences between the two groups in the pre-test. On the post-tests, however, the experimental group performed better than the control group, showing minor improvements in writing skills after using Grammarly. The majority of participants reported satisfaction with the feedback provided by Grammarly on grammar and usage but not regarding content and organization. Overall, the findings of the questionnaire survey demonstrated high positive perceptions toward Grammarly. Most participants reported that receiving immediate corrective feedback helped alleviate apprehension and improved their self-confidence and writing skills. Accordingly, the potential of Grammarly to improve English writing skills has been confirmed by this research, with potentially valuable pedagogical implications for EFL teachers and learners.