STUDENTS’ PERCEPTIONS OF GRAMMARLY AND THEIR ENGLISH WRITING SKILLS: A QUANTITATIVE ANALYSIS

This study investigated the relationship between students’ perceptions of Grammarly and their English writing skills through a quantitative correlational design.
Data were collected from 74 participants using two instruments: a writing test and a questionnaire grounded in the Technology Acceptance Model (TAM). Descriptive findings
revealed that the majority of students achieved high levels of writing skill, with 75.7% categorized as excellent (scores 90–100), 18.9% as good, 1.4% as fair, and 4.0% as weak, with no students in the poor category. This distribution indicates that Grammarly use was
associated with overall strong writing skill. Based on the Spearman’s rho correlation test, all TAM indicators—Perceived Usefulness (PU), Perceived Ease of Use (PEoU), Attitude Toward Use (ATU), Behavioral Intention (BI), and Actual Use (AU)—showed significance values of < 0.05, confirming significant relationships with writing skills. Specifically, PU displayed a weak but significant correlation (r = 0.265, p = 0.023), PEoU showed the
strongest moderate correlation (r = 0.560, p = 0.000), ATU and AU both indicated weakto-moderate correlations (r = 0.392, p = 0.001), while BI demonstrated a moderate
correlation (r = 0.461, p = 0.000). Overall, these findings highlighted that all constructs positively correlation of students’ writing skill, with Perceived Ease of Use emerging as the most decisive factor and Perceived Usefulness as the weakest contributor.