EFL Student’s Decision-Making Process When Using Grammarly in Their Written Assignments

Abstract

With the development of technology in language learning, EFL students can now get instantaneous feedback on their academic writing using automatic writing evaluation (AWE) programs such as Grammarly. However, despite all its benefits, Grammarly is not fully advanced in evaluating users' writing. As its users, EFL students still need to consider when accepting or declining the automated feedback given by the software. Accordingly, this study investigated to what extent these EFL students accept Grammarly's feedback. As a part of a qualitative study, exploring four undergraduate students using stimulated recall methodology, the result showed that misleading feedback and poor language skills influenced the most of students' acceptance towards the automated feedback. Regardless of the findings, further investigations with more participants are still needed.