THE EFFECTS OF GRAMMARLY APPLICATION ON ENGLISH WRITING SKILLS: THAI UNDERGRADUATE BASIC ENGLISH STUDENTS
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Published
Dec 19, 2025
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Abstract
This study explores the effects of Grammarly application on English writing skills among Thai undergraduate students. A quantitative method was applied using surveys and pre-/post-writing tests. The sample included 100 first-year students from North Bangkok University, Rangsit Campus. Essays on two topics were evaluated for grammar, vocabulary, and structure. Post-test scores showed significant improvement, with gains of 11.13 and 12.32 points (p < 0.0001). Students expressed high satisfaction with Grammarly’s ease of use and accuracy. They also reported increased writing confidence and autonomy. The findings support Grammarly’s effectiveness and call for further long-term studies.
Keywords:
Effects, Grammarly Application, satisfaction
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Research Articles
References
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Hyland, K., & Hyland, F. (2019). Feedback in second language writing: Contexts and issues. Cambridge University Press.
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Rassaei, E. (2020). Integrating technology into ESL/EFL writing through Grammarly. *SAGE Open, 10*(2), 1–14.
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Rungwaraphong, P. (2014) “Problems in Writing English of the New-entry University Students: A Case Study of Prince of Songkla University, Trang Campus”Rajabhat Maha Sarakham University Journal (Humanities and Social Sciences) 8(3): 119-126 (In Thai)
Swain, M. (2005). The output hypothesis: From theory to practice. In E. Hinkel (Ed.), *Handbook of research in second language teaching and learning* (pp. 471–483). Lawrence Erlbaum Associates.
Taladngoen, U. (2019). English language policy and English language teaching practice in Thailand: A perfect match or a mismatch?
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. *Language Teaching*.
Watcharapunyawong, S., & Usaha, S. (2013). Thai EFL students’ writing errors in different text types: The interference of the first language. English Language Teaching, 6(1), 67–78.
Zinkevich, N. A., & Ledeneva, T. V. (2021). Using Grammarly to enhance students’ academic writing skills. *Professional Discourse & Communication, 3*(4), 51–63. https://doi.org/10.24833/2687-0126-
Baker, W. (2012). English as a lingua franca and its implications for English language teaching.
Boonmoh, A., & Pookam, B. (2019). The effect of using Grammarly on Thai EFL students' writing quality. *Journal of Computer Assisted Learning*.
Chen, C. M., & Cheng, I. L. (2012). The impact of technology on language learning: A review of research.
Crystal, D. (2003). *English as a global language*. Cambridge University Press.
Grabe, W., & Kaplan, R. B. (1996). *Theory and practice of writing: An applied linguistic perspective*. Routledge.
Graham, S., & Perin, D. (2007). *Writing next: Effective strategies to improve writing of adolescents in middle and high schools—A report to Carnegie Corporation of New York*. Alliance for Excellent Education.
Grammarly. (2023). *About Grammarly*. https://www.grammarly.com
Grammarly, Inc. (2023). *Grammarly:*. https://www.google.com/search?q=what+is+grammarly%3F&sca_esv=125590fea*
Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), *Cognitive processes in writing* (pp. 3–30). Erlbaum.
Hyland, K. (2021). What student use of Grammarly tells us about writing support. *edUMinded*, Maastricht University.
Hyland, K., & Hyland, F. (2019). Feedback in second language writing: Contexts and issues. Cambridge University Press.
Kellogg, R. T. (1996). *Cognitive psychology*. Sage Publications.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. *Modern Language Journal, 73*(4), 440–464.
Long, M. H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. *Applied Linguistics, 4*(2), 126–141.
Manok, P. & Thienpermpool, P. (2021). “A Lexical Error Analysis of English Paragraph Writing of First Year Students, Silpakorn University, Sanamchandra Campus”Journal of Roi Kaensarn Academi, 7(3), 126–151. https://so02.tci-thaijo.org/index.php/JRKSA/article/view/252827 (In Thai)
Noom-Ura, S. (2013). English-teaching problems in Thailand and Thai teachers’ professional development needs. English Language Teaching, 6(11), 139–147.
Rassaei, E. (2020). Integrating technology into ESL/EFL writing through Grammarly. *SAGE Open, 10*(2), 1–14.
Reid, M. J. (1993). *Teaching ESL writing*. Pearson Education.
Rungwaraphong, P. (2014) “Problems in Writing English of the New-entry University Students: A Case Study of Prince of Songkla University, Trang Campus”Rajabhat Maha Sarakham University Journal (Humanities and Social Sciences) 8(3): 119-126 (In Thai)
Swain, M. (2005). The output hypothesis: From theory to practice. In E. Hinkel (Ed.), *Handbook of research in second language teaching and learning* (pp. 471–483). Lawrence Erlbaum Associates.
Taladngoen, U. (2019). English language policy and English language teaching practice in Thailand: A perfect match or a mismatch?
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. *Language Teaching*.
Watcharapunyawong, S., & Usaha, S. (2013). Thai EFL students’ writing errors in different text types: The interference of the first language. English Language Teaching, 6(1), 67–78.
Zinkevich, N. A., & Ledeneva, T. V. (2021). Using Grammarly to enhance students’ academic writing skills. *Professional Discourse & Communication, 3*(4), 51–63. https://doi.org/10.24833/2687-0126-