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From Automated Feedback to Autonomous Editing: Assessing Grammarly’s Impact on Paragraph Writing among HUFLIT English Majors
Ngo Thuy Duyen[ Ngo Thuy Duyen, first and corresponding author, English-major senior, Faculty of Foreign Languages, Huflit,
email: duyenngogiaphat@gmail.com], Tran Thi Truc Duyen[ Tran Thi Truc Duyen, English lecturer, Faculty of Foreign Languages, Huflit]
ABSTRACT
In higher education, English paragraph writing is a fundamental skill for English majors, reflecting both their linguistic competence and academic expression. However, many students often struggle with grammatical accuracy, lexical choice and coherence in expression. In that context, AI-powered tools like Grammarly have been widely adopted to support the writing and editing process. This study aims to evaluate the impact of Grammarly on the paragraph writing skills at HUFLIT, specifically measuring improvements in accuracy, vocabulary, and organization. Using a quantitative approach, a 5-point Likert scale questionnaire was administered to 117 English - major students, and the semi-structured interview of a qualitative method for 4. The results reveals that Grammarly supports improving grammatical correctness, lexical variety, coherence of the paragraph and while also contributing to improving students’ self-editing ability. Notably, the findings indicate a moderate impact on writing confidence, suggesting a lingering dependency on the tool. Based on these insights, the study proposes pedagogical recommendations for the ethical and effective integration of AI assistants in paragraph writing to promote learner autonomy.
Keywords: Grammarly, English paragraph writing skills, English- major students, self- editing.
