Investigating EFL Learners’ Perceptions of Using Grammarly in Enhancing Writing Proficiency in Bangladesh

Sakiba Binte Yusuf, Qian Jiancheng, Ushba Rasool, Raju Dhuli, Quazi Farzana Yesmin, Rashed Mahmud and Alamgir Hossain

SAGE Open, 2025, vol. 15, issue 3, 21582440251352922

Abstract: The study investigates EFL learners’ perceptions of using Grammarly to enhance their writing proficiency in Bangladesh. English writing skills are vital for EFL learners, particularly in a globalized context where proficiency in English plays a significant role among non-native speakers. The study aims to explore and analyze learners’ perspectives on the benefits of Grammarly for improving writing skills. This study employs a mixed-method approach, utilizing a questionnaire survey and semi-structured interviews, with participants from Daffodil International University in Dhaka, Bangladesh. The quantitative survey data were analyzed descriptively using SPSS software, while directed qualitative content analysis was applied to the interview data. The findings reveal that Grammarly is perceived positively by learners, who report improvements in various aspects of their writing, including grammar, coherence, and vocabulary usage. However, the study is not without limitations. The sample size is relatively small and limited to one university, which may not represent the broader EFL learner population in Bangladesh. Despite these limitations, the study provides valuable insights into the potential of technological tools in language education, emphasizing the need for further studies with larger and more diverse samples to validate and extend these findings. Future implications include the recommendation for educators to incorporate Grammarly and similar tools into their teaching practices to enhance EFL learners’ writing skills.

Keywords: EFL; perceptions; Grammarly; writing proficiency in Bangladesh (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:15:y:2025:i:3:p:21582440251352922

DOI: 10.1177/21582440251352922

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