STUDENTS’ PERCEPTIONS TOWARD THE USE OF GRAMMARLY FEEDBACK IN ACADEMIC WRITING AT A PESANTREN-BASED UNIVERSITY
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Abstract
Writing proficiency remains a persistent obstacle for English as a Foreign Language (EFL) learners, particularly regarding grammatical accuracy and textual coherence. Although the rise of artificial intelligence tools such as Grammarly provides viable alternative assistance, specific investigations into their adoption within religious-based higher education settings remain scarce. This research adopted an explanatory sequential mixed-methods design. Quantitative data were gathered via questionnaires administered to fifth-semester students and evaluated through descriptive statistics to examine student perceptions regarding the integration of Grammarly feedback in academic writing at a pesantren-based university. Meanwhile, qualitative data were gathered through semi-structured interviews and examined via thematic analysis to explore participant experiences and obstacles. The results reveal that students generally hold favorable views of Grammarly, with most evaluations clustering at moderate to high levels. Grammarly is considered beneficial for advancing grammatical precision, clarity, self-assurance, and learner independence. Nevertheless, several obstacles emerged, encompassing erratic internet connectivity, institutional rules concerning device usage, contextual inaccuracies, and the danger of over-reliance on automated suggestions. Overall, Grammarly functions as a supportive and culturally flexible instrument when utilized prudently alongside instructor mentorship. This study enriches the discourse surrounding AI-enhanced language acquisition within pesantren-affiliated higher education environments.
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