The integration of Artificial Intelligence (AI) in English as a Foreign Language
(EFL) writing instruction has become increasingly significant as digital tools are
widely adopted to support classroom-based writing activities. Writing remains one
of the most challenging aspects for EFL learners due to difficulties in grammar,
sentence structure, clarity, and confidence. Although previous studies have
demonstrated the effectiveness of Grammarly as an Automated Writing
Evaluation (AWE) tool in improving grammatical accuracy, a gap remains in the
limited exploration of EFL students’ experiences and perceptions of Grammarly
within writing classroom contexts. This study aims to explore EFL students’
perceptions of the use of Grammarly in the English writing classroom. Employing
a qualitative case study design, this research was conducted at a university in
Bogor involving twelve third-semester students of the English Education
Program. Data were collected through close-ended questionnaires and semi
structured interviews and analyzed using data reduction, data display, and
conclusion drawing. The findings reveal that students use Grammarly primarily
during the revision stage by uploading drafts, analyzing automated feedback,
revising errors, and evaluating improvements. Students generally perceive
Grammarly positively, reporting improvements in grammatical accuracy, sentence
structure, clarity, confidence, and motivation. However, concerns regarding
overdependence and limited free features were also identified. In conclusion,
Grammarly functions as a beneficial supplementary tool in EFL writing
classrooms when used critically alongside teacher guidance, contributing to
improved writing quality and greater learner autonomy.

Keywords: EFL students’, Grammarly, Writing Classroom, Perceptions,
Automated Writing Evaluation.