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Grammarly as a Tool for Improving Students' Grammar: A Thematic Literature Review

*ABSTRACT* This study aims to examine the use of Grammarly in academic writing through a thematic literature review of scholarly studies published between 2021 and 2026. The study focuses on identifying the key themes emerging from previous research, examining the benefits and limitations of Grammarly in academic writing, and analyzing the research methodologies employed in the existing literature. This study employed a qualitative thematic literature review approach. Relevant scholarly articles were collected and analyzed thematically to identify recurring patterns, relationships, and findings regarding the use of Grammarly in academic writing. The findings revealed four major themes: (1) the effectiveness of Grammarly in improving academic writing quality, (2) students’ perceptions toward the use of Grammarly, (3) the role of Grammarly within the writing process, and (4) the limitations and challenges associated with its use. The reviewed studies indicate that Grammarly is generally perceived as an accessible, efficient, and useful tool for detecting and correcting surface-level writing errors. It also contributes to students’ writing confidence, grammatical awareness, and efficiency during the proofreading and revision processes. However, Grammarly has limitations in addressing macro-level aspects of writing, such as idea development, argumentation, organization, and coherence. In addition, the tool may occasionally provide inaccurate feedback, including in its premium version, and excessive reliance on automated suggestions may hinder the development of students’ independent editing skills. The review also found that most previous studies employed descriptive qualitative and mixed-methods approaches, primarily using questionnaires, interviews, and perception-based surveys, while relatively few employed experimental or quasi-experimental designs. Therefore, the existing evidence tends to reflect users’ perceptions rather than objectively measured improvements in writing quality. Overall, Grammarly functions effectively as a supplementary automated writing support tool at the mechanical level, but it should not replace instructor or peer feedback. Its effective use requires pedagogical guidance and integration with explicit instruction in higher-order writing skills.

Students’ Self-Regulated Learning in Writing Research Proposal (a Study of the English Students of UIN Mahmud Yunus Batusangkar Registered in 2024/2025 Academic Year)

YULI AFNI, Reg. No 1930104075 entitled: “STUDENTS’ SELF REGULATED LEARNING IN WRITING RESEARCH PROPOSAL A STUDY OF ENGLISH STUDENTS OF UIN MAHMUD YUNUS BATUSANGKAR REGISTERED IN 2024/2025 ACADEMIC YEAR”, English Teaching Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. The problem of this research was students’ self-regulated learning in writing research proposals a study of English Students of UIN Mahmud Yunus Batusangkar Registered in 2024/2025 had been not yet revealed. The purpose of this research was to describe students’ self-regulated learning in writing research proposals, specifically focused on English students of UIN Mahmud Yunus Batusangkar. The method used in this research was quantitative with a descriptive design. The research population consisted of English students of UIN Mahmud Yunus Batusangkar had obtained approval for their research proposal titles registered in the 2024/2025 academic year, had taken the writing proposal and had not yet taken the research proposal seminar. Using total sampling, a total of 34 students filled out the questionnaire. But 3 of them did not the criteria. Therefore, the total of sample of this research was 31 students from two academic levels. The determination of the sample was carried out through coordination with the staff of AKAMA. Data were collected using closed-ended questionnaires with five Likert scale based on a framework regarding the characteristics of students’ self￾regulated learning in writing research proposals from several experts (Zimmerman in Namira, 2021; Bernard et al in Alam, 2024, Zimmerman & Risemberg in Utami, 2023), which totals 84 items was validated by three expert (Validity score 0,71, High validity), and later tested using Construct Validity leaving 69 valid items (Validity score 0,75 High validity) for analysis. Data were analyzed descriptively using SPSS 25. The research results showed that, in general, the students’ self-regulated learning in writing research proposals (a study of English students of UIN Mahmud Yunus Batusangkar) registered in 2024/2025 academic year fell into the middle level of category. This was evident from the findings in each category, namely goal setting, environmental structuring, self evaluation, task strategy, help seeking, time management, comprehension, strategic planning, self judgment, self reaction, self motivation, self control, and self consequences, all of which were classified in the middle level category.

Students’ Strategies to Overcome Their Difficulties in Writing Thesis (A Study at English Teaching Department Registered in 2023/2024 Academic Year)

MIFTAHUL JANNAH, Reg No. 2030104038, entitled: “Students’ Strategies to Overcome Their Difficulties in Writing Thesis (A Study at English Teaching Department Registered in 2023/2024 Academic Year)”. English Teaching Department Faculty of Tarbiyah and Teacher Training State Islamic University Mahmud Yunus Batusangkar. The problem addressed in this study was that students' strategies to overcome their difficulties in writing a thesis had not yet been revealed. Therefore, the purpose of this study was to describe the strategies students used to overcome these difficulties. This study employed a qualitative approach with a descriptive design. The informants were students from the English Teaching Department of UIN Mahmud Yunus Batusangkar in the 2023/2024 academic year. A total of eight students were selected through purposive sampling with a convenience sampling technique. These students were chosen based on specific criteria: they had successfully passed their thesis proposal seminar and had firsthand experience with the challenges and strategies involved in writing a thesis. The researcher served as the key instrument, with an interview guide as a supporting instrument. Data were collected through in-depth interviews with the selected informants. To carry out data analysis, the three stages were followed: data reduction, data display, and data verification (Miles & Huberman, 1994). To ensure the trustworthiness of the data, prolonged engagement was employed to enhance credibility by clarifying and confirming any ambiguous information from the initial interviews. The results of the study indicate that students in the English Teaching Department of UIN Mahmud Yunus Batusangkar in the 2023/2024 academic year employed five key strategies to overcome difficulties in writing their thesis: 1) Using various applications; 2) Recording and noting feedback from advisors; 3) Asking help from friends; 4) Searching for references (journals or books); and 5) Managing Time.

Types of Grammatical Errors Made by Students in Using Tenses in Writing Methodology Chapter of Thesis at UIN Mahmud Yunus Batusangkar

Sasty Mutiara Sari, Reg.No 1930104062, title of thesis: “Types of Grammatical Errors Made by Students in Using Tenses in Writing Methodology Chapter of Thesis at UIN Mahmud Yunus Batusangkar” English Teaching Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) Mahmud Yunus Batusangkar. The issue in this study is the discovery of various types of grammatical errors made by students in using tenses in writing the methodology chapter of thesis. This study aims to investigate and analyze the grammatical errors made by students in using tenses in writing methodology chapter of thesis at UIN Mahmud Yunus Batusangkar who graduated in March and September of the 2022/2023 academic year. In this study, a qualitative method with a content analysis design were used. The data in this research were taken from the document of methodology chapter of thesis written by students who graduated in March and September of the 2022/2023 academic year. The researcher obtained these documents from the library at UIN Mahmud Yunus Batusangkar. To determine the data sources, the researcher used purposive sampling. The main instrument of this research was the researcher. In this study, the researcher conducted a documentary study as the documents were the only objects analyzed. The research findings indicate that there are four types of grammatical errors made by students in using tenses in writing methodology chapter of thesis identified in this study: First, omission errors. Omission of suffix –ed in the regular verb, the omission of to be was/were. Second, addition errors. Addition of will, addition of would, addition of to be was, and addition of have/has. Third, misformation errors. Misformation of using present tense (V1) instead of past tense (V2), misformation of to be :was/were, misformation of using the wrong form of irregular verbs, misformation of using had, misformation of using present participle (v-ing) instead of the past tense (V2), and misformation of using noun instead of past tense (V2).Fourth, misordering. Misordering in sentences. The most common type of grammatical error made by students in using tenses in writing methodology chapter of thesis was the misformation of to be:was/were.

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A Genre-based Approach to Writing in Xhosa

Genre Analysis of Article Abstracts in International and Chinese TESOL Journals Written in English and Its Use in Teaching English for Academic Purposes in a Tertiary Institution in China

This study recommends a structure for academic writing courses for Chinese TESOL MA students, focusing not only on language patterns emerging from the genre analysis, but also on the construction of individual academic portfolios, in which students build up a sample range of assessed academic writing. The portfolio would include language expression, research methods and analyses, literature reviews and academic writing skills, including abstract writing. These recommendations are expected to promote the reform of the MA TESOL curriculum, arouse Chinese practitioners' interest in submitting articles to international journals, and guide MA students to do research in institutions like Chongqing University.

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Questioning the Importance of Individualized Voice in Undergraduate L2 Argumentative Writing

A Guide to Writing Argumentative Essays 2E (Custom for Usc)

Written as an essential guide for first-year university students, A Guide to University Assessment provides explanation and strategies for the successful completion of popular forms of assessment. This book takes the unique approach of catering for reading learners through definition and clarification of key aspects in essay writing (telling them how to write an essay), before focusing on visual learners with a sample essay that is deconstructed with the use of detailed figures (showing them how to write the essay). This is followed with a guide for public speaking, and a section outlining how to approach group work. This easy-to-follow method not only increases student understanding of the different aspects of university assessment, but demonstrates the purpose and function of these aspects in a working sample. From the earliest stages of generating ideas, through brainstorming, to the final development of argument, this resource will promote essay writing, public speaking and group work skills and assist in consistently achieving higher marks.

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