The Effect of Employing Grammarly on Iranian EFL Learners' Writing Performance

Abstract

The present quasi-experimental investigation examines how well Grammarly promotes EFL students' writing in Iran. The process of selecting seventy male learners was non-random. Out of a total of 70 learners, a group of 43 students at the intermediate level was selected through OPT results. The study employed a non-random assignment of participants into two groups, namely the experimental group (N = 22) and the control group (N = 21). Subsequently, the experimental group went through treatment using the Grammarly tool, whereas the control group received traditional instruction. Following the completion of eight treatment sessions, the participants received a post-test in writing. Two raters assessed the writing tests according to the Jacobs' ESL Composition Profile which was served as the standard for evaluating the writings of the students. The gathered data were analyzed through the utilization of an independent sample t-test in the SPSS software. The research findings indicated that Iranian EFL students' writing performance was significantly influenced by Grammarly. Hence, the utilization of Grammarly has the potential to enhance the level of Iranian EFL students' ability to write. The researcher expects that this investigation will yield additional insights into this matter and that educators will apply the knowledge gained from this study to enhance their students' writing proficiencies.