The Use of Grammarly in the Academic Writing of Undergraduate Students: Advantages, Weaknesses, and Challenges (Systematic Review)
(1) Universitas Negeri Jakarta
(2) Universitas Negeri Jakarta
(3) Universitas Negeri Jakarta
(4) Universitas Negeri Jakarta
(*) Corresponding Author
Abstract
The fact that "Grammarly" is one of the available online grammar checkers has had a quick influence on technological development. The purpose of this study was to examine the benefits, drawbacks, and difficulties of utilizing Grammarly in an academic writing course. This study used qualitative library research. The data was collected from 10 relevant articles on Google Scholar with the keyword "Grammarly, Academic Writing, and undergraduate students". The main issues addressed in this study were the benefits, weaknesses, and challenges of Grammarly in the period from 2019 to 2023 The result showed that there were six categories of advantages in using Grammarly, they were to check correctness, clarity, engagement, delivery, plagiarism, and convenience. On the contrary, the weaknesses of Grammarly were it could not be accessed without an internet connection; it needed stability of electricity and an internet connection, it needed high-speed internet connectivity to access the complete feature; it was ineffective to use Grammarly in another connected platform; it was incomplete service of free version, while it needed to pay to access the premium one; and it could not identify some proer noun. In conclusion, applying Grammarly is recommended because it enhanced students’ writing skills for students at university, especially in Academic Writing Course.
Keywords
Full Text:
PDFReferences
Ambarwati, E. K. (2021). Indonesian university students’ appropriating Grammarly for formative feedback. ELT in Focus, 4(1), 1–11.
Ashrafganjoe, M., Rezai, M. J., & Elhambakhsh, S. E. (2022). Providing computer-based feedback through Grammarly® in writing classes. Journal of Language and Translation, 12(2), 163–176.
Daroina, A., Febriani, W. E., Aulianisa, A., & Fadlia, W. A. (2022). Systematic Literature Review: Grammarly as a Medium in Analyzing Grammar for University Students. Conference on English Language Teaching, 2, 276–289.
Dewi, U. (2022). Grammarly as Automated Writing Evaluation: Its Effectiveness from EFL Students’ Perceptions. Lingua Cultura, 16(2).
Faisal, F., & Carabella, P. A. (2023). Utilizing Grammarly in an Academic Writing Process: Higher-Education Students’ Perceived Views. Journal of English Language Teaching and Linguistics, 8(1), 23–42.
Fitriana, K., & Nurazni, L. (2022). Exploring English Department Students’ Perceptions on Using Grammarly to Check the Grammar in Their Writing. Journal of English Teaching, 8(1), 15–25.
Ghufron, M. A., & Rosyida, F. (2018). The role of Grammarly in assessing English as a Foreign Language (EFL) writing. Lingua Cultura, 12(4), 395–403.
Hakiki, G. N. R. (2021). Perception of EFL students on the use Grammarly application in writing class. Eduvelop: Journal of English Education and Development, 4(2), 99–106.
Irvin, L. (2010). What is academic writing? Writing spaces: Readings on writing. Parlor Press.
Javier, D. R. (2022). App Review Using Tech Tools for Academic Writing:" Grammarly" as a Pedagogical Tool. MEXTESOL Journal, 46(2), n2.
Karyuatry, L. (2018). Grammarly as a tool to improve students’ writing quality: Free online-proofreader across the boundaries. JSSH (Jurnal Sains Sosial Dan Humaniora), 2(1), 83–89.
Nova, M. (2018). Utilizing Grammarly in evaluating academic writing: A narrative research on EFL students’ experience. Premise: Journal of English Education and Applied Linguistics, 7(1), 80–96.
Oktaviani, S., Bahrani, B., & Noor, W. N. (2023). Students’ Perception Towards The Use Of Grammarly In English Writing Skill of Fourth Semester English Education Department At Uinsi Samarinda In The Academic Year 2021/2022. Jurnal SIPPG: Sultan Idris Pendidikan Profesi Guru, 1(1), 135–159.
ONeill, R., & Russell, A. (2019). Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly. Australasian Journal of Educational Technology, 35(1).
O’Neill, R., & Russell, A. M. T. (2019). Grammarly: Help or hindrance? Academic learning advisors’ perceptions of an online grammar checker. Journal of Academic Language and Learning, 13(1), A88–A107.
Oshima, A., & Hogue, A. (2007). Introduction to academic writing. Pearson/Longman.
Perdana, I., Manullang, S. O., & Masri, F. A. (2021). Effectiveness of online Grammarly application in improving academic writing: review of experts experience. International Journal of Social Sciences, 4(1), 122–130.
Yasmin, F. R., Rahayu, P., & Nazilah, B. M. (2021). FROM EFL LEARNERS’PERSPECTIVE: DOES GRAMMARLY AS ONLINE-PROOFREADER HELP THEM WITH THEIR ACADEMIC WRITING? Undergraduate Conference (UC) 2021.
Yousofi, R. (2022). Grammarly deployment (in) efficacy within EFL academic writing classrooms: an attitudinal report from Afghanistan. Cogent Education, 9(1), 2142446.
Article Metrics
Abstract view : 1489 timesPDF - 824 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 English Language and Literature International Conference (ELLiC) Proceedings
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549
Published by
FACULTY OF FOREIGN LANGUAGE AND CULTURE
UNIVERSITAS MUHAMMADIYAH SEMARANG
Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: [email protected]
