This study aims to explore EFL students’ experiences in using Grammarly in English writing classrooms. A qualitative case study was conducted involving twelve third-semester students from an English Education Program at a university in Bogor, West Java. Data were collected through a closed-ended questionnaire and semi-structured interviews and analyzed using qualitative data analysis procedures. The findings show that students mainly use Grammarly during the revision stage to improve grammatical accuracy and sentence clarity. Students tend to write initial drafts without focusing on grammar and later revise their writing by selectively applying Grammarly’s feedback. These findings indicate that Grammarly functions as a supportive learning tool that enhances students’ linguistic awareness, autonomy, and reflective writing practices. Therefore, the guided and critical integration of Grammarly can positively contribute to EFL writing instruction.
