An Undergraduate Efl Student’s Engagement With Grammarly as Automated Written Corrective Feedback

Abstract

This study investigates an undergraduate English as a Foreign Language (EFL) student’s engagement with Grammarly as an Automated Written Corrective Feedback (AWCF) tool. Writing proficiency remains a significant challenge for EFL learners, and while AWCF tools like Grammarly are increasingly used to provide immediate feedback on grammar, mechanics, and style, their effectiveness and the nature of student engagement require further exploration. Drawing on recent research and a multidimensional engagement framework, this study examines how students interact with Grammarly, the types of feedback they receive, and the factors influencing their reception and utilization of feedback. Findings highlight that students actively engage with Grammarly as an automated writing corrective feedback tool, using it to enhance writing accuracy and fluency, particularly when its feedback is complemented by teacher guidance. The study underscores the importance of behavioral, emotional, and cognitive engagement in determining the benefits of AWCF tools for EFL writing development. The results inform best practices for integrating AWCF tools in EFL classrooms to maximize student learning outcomes.