INVESTIGATING GRAMMARLY AS A TOOL FOR ACADEMIC WRITING

Audy Febrina  Pulungan

Audy Febrina Pulungan

Abstrak

This research investigated Grammarly as a writing assistant tool and how its affordances scaffold the academic writing process. Using a qualitative approach, data were collected through documentation studies, questionnaires, and student interviews. The findings revealed three main affordances in Grammarly: (1) Review Suggestion (Correctness, Clarity, Engagement, Delivery, Style Guide); (2) Write with Generate AI (Ideas of School, Rewrite, Evaluate, Ideate); and (3) Plagiarism and AI Text Check. Students primarily use these affordances to scaffold their academic writing: Correctness to fix grammatical errors, Clarity to paraphrase sentences, Rewrite to improve sentences, and Check for AI Text and Plagiarism to ensure academic integrity. These affordances are utilized during pre-writing, while-writing, and post-writing stages, depending on specific needs and tasks. The research concludes that Grammarly is an effective scaffolding tool for academic writing, particularly in second language contexts. However, students approach these affordances critically rather than passively, indicating development of metalinguistic awareness and critical thinking. This study contributes to understanding how AI-based writing assistants can supplement, not replace, the development of students' independent writing abilities.

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Audy Febrina Pulungan

This research investigated Grammarly as a writing assistant tool and how its affordances scaffold the academic writing process. Using a qualitative approach, data were collected through documentation studies, questionnaires, and student interviews. The findings revealed three main affordances in Grammarly: (1) Review Suggestion (Correctness, Clarity, Engagement, Delivery, Style Guide); (2) Write with Generate AI (Ideas of School, Rewrite, Evaluate, Ideate); and (3) Plagiarism and AI Text Check. Students primarily use these affordances to scaffold their academic writing: Correctness to fix grammatical errors, Clarity to paraphrase sentences, Rewrite to improve sentences, and Check for AI Text and Plagiarism to ensure academic integrity. These affordances are utilized during pre-writing, while-writing, and post-writing stages, depending on specific needs and tasks. The research concludes that Grammarly is an effective scaffolding tool for academic writing, particularly in second language contexts. However, students approach these affordances critically rather than passively, indicating development of metalinguistic awareness and critical thinking. This study contributes to understanding how AI-based writing assistants can supplement, not replace, the development of students' independent writing abilities.