ThesisOpen AccessPDF tersedia
2026•Skripsi, Thesis, Disertasi, dan Tugas Akhir
*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.
ThesisOpen AccessPDF tersedia
2025•Skripsi, Thesis, Disertasi, dan Tugas Akhir
YONA SYAFIRA, No Reg. 2030104067, entitled: “Advantages and Disadvantages of Using Grammarly Application in Thesis Writing”. English Teaching Department Faculty of Tarbiyah and Teacher Training Islamic State University of Mahmud Yunus Batusangkar. The problem in this study was that the Grammarly application is widely used by students, particularly in thesis writing, however, there has been limited research on its advantages and disadvantages in thesis writing. The purpose of this research was to find out the advantages and disadvantages of using the Grammarly application in thesis writing. This research was descriptive quantitative method. The population in this research were 33 students of the English Teaching Department of UIN Mahmud Yunus Batusangkar registered in the 2024/2025 academic year, who had utilized the Grammarly application while completing their thesis. The research sample was chosen using a total sampling technique. To collect the data, the researcher used a questionnaire that consisted of 34 items. The questionnaire was distributed to respondents by using Google Forms. In analyzing the data, the researcher used descriptive statistics.The results of this research showed that Grammarly has eight advantages in thesis writing, First, Grammarly fast and efficient evaluation writing, with a total average of 3.28, indicating that students strongly agree that Grammarly offers fast and efficient evaluation, this is the main and most widely felt advantage by students. Second, it is practical and helpful, with a total average of 3.26, indicating that students strongly agree that Grammarly practical and helpful in writing process. this is another major advantage and is most widely felt by students. Third, it offers comprehensive features, with a total average of 3.24, indicating that students agree that Grammarly provides comprehensive feature. Fourth, Grammarly provides suggestions for vocabulary and sentence structure, with a total average of 3.23, showing that students agree that it enhances vocabulary and sentence structure during the thesis writing process. Fifth, Grammarly provides useful feedback for learning gains, with a total average of 3.18, indicating that students agree that its feedback contributes to writing improvement. Sixth, it helps enhance the accuracy and clarity of writing, with a total average of 3.17, showing that students agree that Grammarly enhanced accuracy and clarity in writing. Seventh, Grammarly help students identify mistake in writing. with a total average of 3.17, indicating students agree that Grammarly help in identify mistake. Lastly, Grammarly enhance students' confidence in writing, with a total average of 3.11, indicating that students agree that Grammarly helps them feel more confidence in their writing. However, this study also showed several disadvantages of using Grammarly in thesis writing. First, Grammarly does not always align with the writer’s ideas, with a total average of 3.00, showing that students agree that its suggestions may not always writer ideas. Second, Grammarly requires an internet connection, with a total average of 2.94, indicating that students find this require an internet connection. Third, Grammarly lacks a feature to identify the correlation between sentences, with a total average of 2.70, indicating that students agree that it does not effectively analyze sentence relationships. Lastly, Grammarly tends to over-detect errors, with a total average of 2.52, indicating that students agree it sometimes over detection.
