Opportunities and Limitations of Using Grammarly to Support EFL Writing with Generative AI

Qiuyu Chen

doi:10.71222/gswrgp34

Authors

Qiuyu Chen University of Exeter, Stocker Rd, Exeter EX4 4PY, United Kingdom Author

DOI:

https://doi.org/10.71222/gswrgp34

Keywords:

Grammarly, EFL, generative AI, education, academic integrity

Abstract

This paper explores the opportunities and limitations of using Grammarly, a generative AI writing tool, to support English as a Foreign Language (EFL) writing instruction. Grounded in the DigCompEdu framework's "Teaching and Learning" and "Assessment" domains, it presents a case study in an academic English writing course for mixed-ability undergraduates. Grammarly's features, including real-time feedback, discourse-level revision, and revision history tracking, are analyzed for enhancing linguistic accuracy, logical coherence, and metacognitive reflection. This study highlights the necessity of the balanced integration of artificial intelligence tools and teacher guidance to cultivate critical thinking and academic integrity, providing insights into technology-enhanced writing teaching methods in higher education.

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