Final Manuscript of Bsed-Eng3

Grammarly and Writing Competency:
Experiences and Practices of
Education Students
A Research Proposal Presented to the Faculty of the Romeo
Padilla School of Education and Arts
Panpacific University
In Partial Fulfillment of the
Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH
By:
GARCIA, SHALEE MEA R.
MANGANAAN, MARK CLIFFORD JOHN G.
RICO, RENIE BOY M.
SALVATIERRA, NICOLE M.
JANUARY 2022
APPROVAL SHEET
This thesis/dissertation entitled “Grammarly and Writing Competency: Experiences and
Practices of Education Students” prepared and submitted by Shalee Mea Garcia, Mark Clifford
John Manganaan, Renie Boy Rico, and Nicole Salvatierra in partial fulfillment of the
requirements for the degree of Bachelor of Secondary Education Major in English, has been
examined and is recommended for acceptance and
approval.
Rodlan Alvendo, LPT. Adviser
APPROVED BY
Virgo C. Lopez, Ph.D Dr. Marlyn Quiming, RP SEA Dean
Panel Evaluator Panel Evaluator
Dr. Maelady Chua, Research Director
Panel Evaluator
Accepted as partial fulfillment of the requirements for the degree of Bachelor of Secondary
Education Major in English.
Dr. Marlyn Quiming
Dean, School of Education & Arts
DECLARATION OF ORIGINALITY, CONFLICT OF INTEREST AND FUNDING
This research is original and has not been submitted for another degree. All sources
used in this research have been properly acknowledged or properly cited.

The authors declare that there is no conflict of interest in this research. The authors have not
received any funding from any sources in the course of completing this research.
ACKNOWLEDGEMENT
The researchers owe it to them to convey their most genuine and heartfelt gratitude and
appreciation for the support and direction of those nice people who assisted them in a variety
of ways.
Priority goes to our Creator, who, in his omnipotence, unceasingly leads our way and helps us
meet many people who have kind hearts, which served as our foundation for support
throughout this research journey. We owe Him all the graces and blessings, especially for
keeping us safe and making this research a reality. He has also given us the gifts of wisdom,
strength, and perseverance, enabling us to keep going and not give up.
We would also like to thank our closest family for their support and inspiration along this
journey. We owe a great deal to Panpacific University for their guidance, supervision, and
provision of important data for our project.
We want to convey our sincere gratitude to Mr. Rodlan Alvendo, the co-author, for sharing his
knowledge and helping us till this research was finished.
We also want to thank the members of our panel, Drs. Virgo C. Lopez, Marlyn R.
Quiming, and Maelady Joan Y. Chua, for their wise counsel, inspiration, direction, corrections,
constructive criticism, and perceptive remarks that helped us understand and deeply impact
the research.
In addition, we would like to thank our validators Ms. Madeleine Cruz and Mr. Marvin Gabatin
for their assistance in making our research instrument better. We would like to express our
heartfelt appreciation to our English critic, Ms. Marjorie Delos Santos, for contributing her
expert knowledge to this study.
To the participants who kindly took part in the study and are the true heroes of our
investigation. We appreciate your confidence in the team and helping this research achieve its
goal.
Finally, we would like to express our sincere gratitude to everyone who helped make this
research possible. This thesis succeeds despite everything given since you are all on our side.
TABLE OF CONTENTS
Page
TITLE PAGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
APPROVAL SHEET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
DECLARATION OF ORIGINALITY, CONFLICT OF INTEREST
AND FUNDING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
ENGLISH EDITORIAL CERTIFICATE. . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
TABLE OF CONTENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
ABSTRACT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Background of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-8

Statement of the problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
METHODOLOGY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Locale and Population. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Data Gathering Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Data Gathering Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Ethical Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Treatment of Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
RESULT AND DISCUSSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15-16
CONCLUSION AND RECOMMENDATION. . . . . . . . . . . . . . . . . . . . . . . . .
Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A. Letter to Research adviser. . . . . . . . . . . . . . . . . . . . . . . . . .
B. Letter to the Registrar Office. . . . . . . . . . . . . . . . . . . . . . . .
C. Interview Transcription. . . . . . . . . . . . . . . . . . . . . . . .
D. Letter to expert validators. . . . . . . . . . . . . . . . . . . . . . . . . . .
E. Validation Form to Establish the Content Validity of the
Questionnaire . . . . . . . . . . . . . . . . . .
ABSTRACT
The existence of Technology and software plays a large role in our lives. Most specifically
for the students who are meticulous when it comes to their grammar in their writing output.
Nevertheless, the efficacy of the software may allow the learners to get both benefits and
weaknesses from the software. Thus, this study aimed to explore students' experiences and
practices to their utilization on grammarly software and several ways on how the application
helps the students in their academic writing. The researcher used a qualitative method by
means of semi-structured interview to acquire the data needed in the study. While purposive
sampling technique was used to select participants who have reached the desired criteria in this
research. The participants were five and all of them are from the Education Students,
specifically Major in English in Panpacific University who have used Grammarly. In terms of the
research findings, the researchers divided this section into two topics which are the experiences
and practices of the students and correlated it to the provided research questions. After that,
the data gathered are descriptively analyzed by the researchers and it is shown that Grammarly
software has provided grammar correctors, in terms of the usage of punctuations and spelling.
Meanwhile, the software hasn't shown any weaknesses. Apart from that, there are academic
writing aspects that are helped by Grammarly such as in; diction, vocabulary, organization of
words and punctuation. Overall, the study acquired positive results and has been shown that
students used Grammarly as an effective or useful software in learning and enhancement of
writing.
INTRODUCTION
Background of the Study

According to Halim(2022), English writing is a challenging talent to acquire. Since
writing properly calls for both mental and physical effort, learning to write well is a challenge
for kids. One needs a firm grasp of English syntax and sentence structure in order to write
effectively (Wahyuda, 2022). English writing errors made by students frequently result from a
number of factors, including spelling, grammar, and punctuation. Unless someone points them
out, the writer won't catch these errors. Additionally, it was noted that one conclusion about
the students' written work was that it featured a variety of writing faults, the majority of which
were grammatical. This statement was based on the study by Ramos and Gatcho (2020), done
at Polytechnic University, Philippines.
Furthermore, a study in Pakistan stated that students typically lack the knowledge necessary to
write a paper that is contextually relevant and enhances their creative writing abilities.
Unfortunately, the CET (College English Test) and College English curriculum force English
professors to give less attention to students' real language talents and more attention to
grammatical rules, linguistic accuracy, and the outcome of student study. Due to low skill
levels, time constraints, and a lack of enthusiasm, writing is a weakness. According to
numerous English teachers in Pakistan, it is challenging to teach college-level English writing
because it requires both great language ability on the part of the teachers themselves and
specialized writing instruction (Hassan et al. 2020). In the field of linguistics, there are two
categories that may be used to classify how people pick up a language: language learning and
language acquisition. The four primary means of communication—speaking, reading, and
writing—or the "four macro abilities"—can all be used to convey language. Based on how they
are learned and developed, these skills are arranged in a hierarchy. Additionally, among all the
macro abilities, writing is seen to be the least important. In other words, a learner of a
language can only be considered to be skilled in that language if they are able to write within
its fundamental principles (Saavedra, 2019).
Due to the global rise in English Language Learners, education technology has thus been
recognized as a vital instructional instrument with enormous potential to improve the
development of second language literacy (Lee et. al, 2020). One of the more recent
advancements in educational technology is the employment of AI-powered tools, and many
authors think that both students and teachers might gain a lot from using them. AI-powered
education has the potential to make learning more individualized, flexible, inclusive, and
interesting (AIEd). It may provide teachers and students with the resources they need to
address not just what is being learned, but also how it is being learned and the sentiments of
the students. It can help instructors create more sophisticated learning environments than
would otherwise be possible, and it can help students acquire the skills and information that
employers appreciate (Pokrivcakova, 2019).
Furthermore, as a result of recent technology advancements and the critical role that
grammar plays in students' writing development, a number of digital tools that provide
computer-mediated corrected feedback have emerged. One such tool is Grammarly, which
identifies duplicate content in addition to grammatical, lexical, technical, and language usage
errors. The goal of this study is to determine how to take advantage of its affordances when
writing in English as a Second Language (ESL) and English as a Foreign Language (EFL). Although
Grammarly has the potential to be a potent tool that teachers and students can utilize in their
writing lessons, there are certain issues that require further work. According to Karytaury
(2018), Grammarly is an effective tool for enhancing students' writing quality, as evidenced by
the students' elevated writing marks, encouraging comments, and the teacher's reaction to the
use of Grammarly to check for grammatical errors. The speed of response, the variety of
problems addressed, and the focused tailored feedback were other Grammarly aspects that
students mentioned as being useful (O'Neill & Russell, 2019 a).
Grammarly can be used as a tool to help students write better essays. The information
gained from this study could be used to provide teaching and learning strategies for writing. In
2021, Hidatayun et al. did a case study to examine the potential of the program as a mediated
feedback method to raise students' levels of metalinguistic awareness. After utilizing
Grammarly, the study demonstrates improvements in the pupils' grammatical skills. A study on
using Grammarly to engage in self-directed learning was carried out by Wardatin in 2021. Their
study showed how the use of Grammarly can help authors maintain their independence in
keeping track of their academic goals and obligations. It implies that utilizing technology and
practicing self-learning is strongly tied to the educational needs of the contemporary world.
Additionally, using Grammarly can help L2 writers produce more grammatically correct
works, which could enhance communication in the L2, claim Dizon and Gayed (2021). The
Grammarly condition was found to have increased lexical richness, therefore it may be
suggested to L2 students as a means to increase lexical variety in their writing. According to
Nova (2018), users may proofread their academic work without having to spend a lot of time or
money because of
Grammarly's user-friendly interface, short evaluation timeframes, and free access. With the
use of helpful color-coded feedback that is accompanied by a brief explanation and an
accessible picture, they may understand their mistakes and learn more efficiently.
Additionally, numerous studies have found that Grammarly aids many students in
polishing and checking their work. Perdana et al 2021 claim that the Grammarly checker
program is a writing tool that helps authors identify several kinds of grammatical or usage
problems in English. The Grammarly checker contributes to finding faults in English writing,
claims Ghufron (2019). According to Bailey & Lee, Grammarly checker software is important
while learning how to write in English (2020). According to Masri, F. A. et al (2020)Even if they
only offer the necessary grammar checks, Grammarly's tools can still be helpful to authors. If
their writing is a little more wordy, these tools work with passive advice, or they can provide a
correction that is understandable to readers. This application provides a grammar check in
addition to the Grammarly software's features, which is particularly beneficial for writers like
online activists who need automatic direct aid, such bloggers for work outside of academic
assignments, business people giving presentations, writing emails, or others (Barrot, 2020).
Some research, however, contests the software's accuracy and efficiency. Grammarly
usually provides incorrect feedback on non-English word spelling, articles, commas, quotation
marks, British or American traditions, conciseness, passive sentences, and variety, according to
research by Ummah (2022). (synonym). Additionally, Grammarly is better at reducing
grammatical, lexical, and punctuation errors than other similar tools, but it falls short when it
comes to improving the organization and content of EFL students' writing. Despite its
widespread use, we still don't know enough about writing assistant software. Current software
study has provided viewpoints on a variety of topics pertinent to how student writers make use
of the program. Even while automatic grammar checkers are commonly used by student
writers and are undoubtedly powerful and well-liked, we have yet to gain a more in-depth and
nuanced knowledge of this technical tool. 2020 (Zhang et al.)
There is a dearth of empirical research on predictive text and writing aids powered by
artificial intelligence, as noted by Frankenberg Garcia (2019). This study will investigate how
Grammarly, an AI writing helper that makes use of predictive text technology, influenced the
writing quality of Education students in order to close this gap in the literature. The study will
explicitly examine whether Grammarly significantly affects the students' writing accuracy,
lexical richness, syntactic complexity, or fluency.
Ghufron and Rosyida (2018) report that some students have trouble using the
Grammarly application appropriately. The system's feedback feature is still causing some of the
children confusion. As a result, they were unable to edit their work in the best way possible.
This usually happens when long sentences are corrected for grammar. People are baffled by
the possibilities because of their poor linguistic understanding.
Using Grammarly's feedback, there are two ways to enhance students' self-directed
learning, according to Halim et al. (2022). The first is that it promotes independent learning in
students by educating them on the advantages of using Grammarly in their writing, which may
motivate them to use it to enhance and correct it. The other is that it makes individuals review
or evaluate their writing even after using Grammarly's services because they are aware that
there might be a small error or because they want to see how much better their writing is now
that Grammarly has corrected it. Overall, it appears that as a result of receiving continual
feedback from Grammarly, the students' writing has improved. Fahmi et al. (2021) claim that
the Grammarly program improves vocabulary usage based on student observation and
intervention, assists students in improving their writing skills and corrects grammar, spelling,
and punctuation errors. Regardless of the genre, Grammarly has shown to be successful in
identifying local-level errors in L2 writing, according to Bailey and Lee (2020). But distinct
differences were discovered. Readability suffered as a result of people using more
sophisticated terminology and phrases due to high-stakes testing (i.e., clarity). When the same
words are used repeatedly, variation errors happen. Such language duplication appeared
frequently in test-based writing, indicating the need for paraphrase practice with Grammarly or
other Automatic Writing Evaluation programs.
Apparently, R. Both Ventayen and C. According to customers of Grammarly, among its
primary features that help users improve their writing is the software's automatic detection of
faults in Conceptual Writing, Grammar, Punctuation, Sentence Structure, Style, and
Vocabulary Enhancement. While some users, especially graduate students with English majors,
have identified a number of areas that could use software improvement, such as the
software's misleading feedback, non-English majors have stated that the tool is very beneficial
to them. Hakiki (2021) claims that Grammarly is useful while writing essays in English. This is as
a result of its clarity, practical recommendations, concise justifications, great grammar
accuracy, and speedy repairs. The use of Grammarly also improves students' writing skills and
confidence, particularly when it comes to writing essays. By utilizing Grammarly, they might
pick up extra English grammatical rules. After using Grammarly during the essay-writing
process, students now believe that it is a valuable tool for producing English essays. Yang
(2018) asserts that the degree to which the grammar checker may identify particular varieties
of grammar and spelling issues must thus be studied in the following research in order to
further establish the grammar checker's potential utility. O'Neill and Russell (2019 b) claim
that because of
Grammarly's speedy feedback, grammar changes were less time-consuming and the ALA's
feedback procedure was less strenuous. Because they could provide accurate comments on
grammar and higher-order difficulties, decreasing dissonance, ALAs who used Grammarly
reported greater job satisfaction than those who did not. Furthermore, ALAs thought that
Grammarly feedback had a greater positive impact on students' work.
This investigation was based on T's research. Muhammad and Aidil (2020), investigated
how students felt about the usefulness of "Grammarly software" when writing academically.
This study demonstrates how the Grammarly app aids students in correcting the grammatical
structures of their sentences as well as the appropriate use of diction and other elements.
While Abdul Halim et al. in 2022 Because most students struggle with the use of punctuation,
tenses, and diction, research shows that Proofreading is a beneficial tool for improving
students' self-directed learning in L2.
However, research continues to reveal that using the Grammarly application has little
impact on learners' writing abilities. According to Nova (2018), an analysis of how Grammarly is
used in academic writing shows that it is effective in fixing the previous writing issue of poor
grammar. However, it will encourage the students to rely on the grammar checker, making
them too lazy to use critical thinking skills and edit their papers on their own.
English writing is a challenging talent that takes work to perfect. To help people
improve their writing abilities, instructional technologies like writing assistants are being
developed. We'll investigate in this study whether Grammarly's features and capabilities as a
writing helper are beneficial and can be included into writing instruction and learning.
Therefore, the purpose of this study is to evaluate the efficacy of Grammarly as a
teaching aid for raising students' writing proficiency. The researchers will ascertain whether
students can make use of Grammarly's features and capabilities, such as its plagiarism
detection tool, vocabulary suggestions, etc. Students will use the study's findings as the
foundation for integrating Grammarly as a tool for English writing. By analyzing the results of
this study, methods on how to utilize the features of Grammarly in improving the writing skills
of students might surface. This study will be beneficial to students, the results will determine if
they will be able to use Grammarly to aid them in improving their writing skills. The teachers
will also benefit from this study, as they will know if Grammarly is reliable and can be used in
checking the errors in the writing of the students. Future researchers could form a new theory
or establish new methods of learning using Grammarly using the data collected.
Research Problems
The researchers aim to find out the experiences and practices of Education students in
using Grammarly. Specifically to answer the following questions:
1. What are the significant experiences of Education students in the utilization of
Grammarly in their writing engagements in class?
2. What are the practices employed by Education students in the context of using
Grammarly in completing their writing outputs?
3. What enhancement strategies in teaching and learning writing can be proposed based
on the findings of the study?
METHODOLOGY
This section presents the research design, locale and population, data gathering instruments,
data gathering procedures, ethical considerations, and treatment of
data that the researchers will employ to attain the study’s purpose.
Research Design
This research was conducted using a phenomenological qualitative approach. The
researchers will focus on determining the experiences and practices of students when using
Grammarly. The researchers chose this approach after realizing that experiences and practices
vary in each student and thus can not be measured by using quantity or numbers. To further
identify, qualitative research determines people's experiences and helps us understand what is
important to a person (Silverman, 2020).
The phenomenological approach seeks to understand and define the fundamental
components of a phenomenon. The approach puts on hold the researchers' preconceived ideas
about the phenomenon and instead looks at how people go about their daily lives. In order to
better understand how people interpret their experiences, phenomenology study looks into
experienced occurrences ( Ho et al. 2022). The goal of the study methodology known as
phenomenology is to understand a phenomenon from the perspective of those who have
actually experienced it. Phenomenology attempts to explain the relevance of this experience in
terms of what was experienced and how it was experienced (Neubauer et. al.
2019)
Locale and Population
The gathering of data was conducted at Panpacific University, Urdaneta City,
Pangasinan. The researchers did it face-to-face and online. The source of the data is from the
Education students, from the first to the third year, who have used
Grammarly and are still using it.
The purposive sampling technique was used in gathering the desired number of
participants where the researchers used their discretion in selecting members of the
population based on the characteristics and objectives of the study (Crossman,
2019). The participants are selected based on certain criteria:
● Students from Panpacific university Urdaneta campus.
● Education students from first year to third year.

● Grammarly user for more than 1 month.
● Students who have English subjects.
● The participants should consistently use the website.
Data Gathering Instrument
The main tool used in this study is an interview guide with semi-structured questions. In
qualitative research, interviews are frequently employed as a data collection method. They are
instruments often used to learn more about participants' opinions, experiences, and beliefs
about a particular issue or topic. Interviews are conducted to learn about the participants'
experiences, perceptions, opinions, or motivations. The interviewer must establish a trusting
rapport with the interviewee(s) to successfully conduct a research interview. The interviewer
then leads the interviewee(s) through a series of topics or questions that must be thoroughly
discussed. (Deakin, 2022).
The researchers used semi-structured interviews in gathering the data. It is a technique
for data collection that relies on posing queries inside of a pre-established theme framework.
But neither the order nor the wording of the questions is predetermined. Semi-structured
interviews frequently have open-ended questions, which promote flexibility. It is simple to
compare responses when questions are asked in a specific order, but it can be restrictive. Less
structure can allow for comparisons between participants while facilitating the identification of
the patterns (George, 2022).
Data Gathering Procedures

In this study, the researchers used interviews as a method of gathering data. A qualitative
research approach known as an interview comprises two or more people acting as the
interviewer and asking questions in order to gather data. Structured interviews, unstructured
interviews, and semi-structured interviews are the three forms of interviews that make up this
technique, which is constructed in accordance
with the sort of research inquiry (George, 2022).
The researchers used semi-structured interviews in a way that falls in both elucidation
and pre-determined questions to get the saturated information from the participants that will
be interviewed. The pre-determined questions are composed of 10 questions which are divided
into two subject matters: the first one will provide questions that will ask the participants how
Grammarly affects them in terms of their writing skills; then, the last questions will be about the
participants' experiences and practices in using the Grammarly software. To summarize, the
data-gathering
procedure will be conducted via face-to-face and online interviews.
The researchers facilitated a hybrid-type of approach wherein the
researchers sent an email with the Google form link that contains the main questions to the
target participants of Education students, specifically those who use the Grammarly application.
Then, the researchers sent a letter of consent to the participants that served as an agreement
for a face-to-face follow-up interview to digest and have clear information regarding their
experiences and practices in using Grammarly.
Ethical Considerations
One of the guiding principles of this study is that the people to whom it applies must be
made aware of its purpose and that they are willing participants. This study made use of
informed consent as a means of facilitating this concept. To defend and uphold the
respondents' right to self-determination, this specific procedure was carried out. Before any
data was collected, it was safeguarded. The information that participants submitted was
protected by using their identifying numbers rather than their names. The right to autonomy or
self-determination, which guarantees that respondents are free to respond in whatever way
they see fit without disclosing their name, was noticed as a sign of respect for human dignity.
The right to self-disclosure signifies that the researchers have thoroughly explained the scope
and goals of the study to each participant. Additionally, the researchers made sure that each
participant's profile was kept anonymous and that identifying numbers rather than names were
utilized to better uphold what is rightfully owed, which includes the right to privacy. As a result,
only the group has access to the online data files, which are encrypted and protected.
Treatment of Data
In this part, the researchers descriptively analyzed the data that they collected in the
interview. For all that, to analyze the data they first used a verbatim transcription of the pre-
recorded interview gathered from the participants. Transcriptions were divided into three,
namely: intelligent verbatim transcription, verbatim transcription, and true verbatim
transcription. In this study, the researchers applied verbatim transcription wherein all words
from the audio or video recorded answers from the participants including the false starts and
errors will be recorded. As such, the stutter and repetition part for us to easily transfer the
information
through text will be disregarded. (Trint, 2019).
The researchers employed a thematic analysis wherein it analyzes, identifies, and
describes the data including interpretation in the process of selecting codes and constructing
themes (Kiger & Vapiro, 2020). In the process, the researchers familiarized themselves with the
transcriptions and then they generated initial codes, where they searched key points from the
participant responses that are relevant to the questions that were provided to them. Third,
after checking all participants’ responses, they compared all the answers to get the theme or
relatedness of each participant’s responses. If their answers already reached the saturation
point or not.
Lastly, after checking the themes or the patterns, researchers again wrote up the
results of the interpretations of the data that were collected.
RESULTS AND DISCUSSION
This section presents the findings, analyses, and interpretations of the information
acquired from participants’ narratives about their experiences and practices using the
Grammarly Application in their Writing Competency. Based on the three research questions of
this study, the enhancement strategies in teaching and learning writing can be proposed:
PROBLEM 1: What are the significant experiences of School of Education and Arts Students in
the utilization of Grammarly in their writing engagements in class?
The School of Education and Arts utilized the Grammarly Application primarily in writing
which aided students in their writing enhancement and ensured its effectiveness.
1. Grammarly Experience: The School of Education and Arts’ Outlook.

For pupils, writing in English presents a typical obstacle. Students, particularly those in
higher education, must grasp academic writing, but it is also reportedly a challenging ability to
master (Noori, 2020). They are looking for tips on how to write better. This was made feasible
by Grammarly's capabilities that help pupils improve their writing abilities.
1. a The Encounters of Education and Arts in using Grammarly.
SEA Students have been at the forefront of writing activities. The shared experiences of
the students are important to know their significance in writing competencies. The students
provided their significant experiences generally in the utilization of Grammarly.
Perks obtained in using the app. The students of the school of education and arts gained
benefits from using Grammarly. These benefits help improve their writing
skills.
P5 also said:
“Grammarly helped me accomplish my writing by giving me suggestions and actually explaining

why is that word doesn’t fit and I was not only able to edit my writings and I was also able to
learn more of grammar rules especially, those common grammar errors. Well, it helped me to
sound very professional, I mean not that very professional but in a more of formal way. Because
whenever I write I used to write in a casual way or I used to write these passive voice and slangs
or idioms which it recommended when writing academic papers.”
Advertisements and Suggestions made them learn about Grammarly and it is because
of the features and functions provided by the app that they thought will be beneficial to their
writing skills. They all want to improve their writing skills by using the app.
P1 said:
“ I decided to download this app because I believe that it can help me with my studies as well as
enhance my writing skills.”
Flaws students run into. The students also encountered errors when using Grammarly. These
errors were detrimental to the trust of the students in using the app. The students started to
be skeptical about the suggestions and results are given to them by Grammarly. Each student
encountered different errors when using the app. Some students encountered errors in
spelling.
P4 remarks:
“The errors are the spellings the what do you call this one the pronunciation oh not the
pronunciation the punctuations that I have been encountered. Sa app na nadownload ko yung
Grammarly na ginagamit ko nag eerror siya sa spelling. Parang nalagay ko is
like T-E sakniya is parang T-H-E ganun na siya na mismo nag aayus ganun.”
(The errors are the spellings and what do you call this one the pronunciation oh not the pronunciation the
punctuations I have encountered. In the app that I have downloaded, Grammarly that I am using, there are errors
in spelling. I put T-E but in Grammarly it inputs T-H-E, it changes the spelling automatically.)
The student also encountered errors in Grammar, redundancy of words, and also
limitations when using Grammarly. P1 Encountered an error in the Grammar of the app. He
said:
“ Grammarly po is not perfectly designed po and naoobserve ko po na sometimes na may error
po sa grammar maskipo yung alphabetical letters. I have an English teacher po na cousin so
pinapaobserve kop o sa kanya if I am not sure po with the results.”
(Grammarly is not perfectly designed and I observed that sometimes there are errors in grammar. I have an
English teacher cousin and I make him observe the results when I am not sure.) The error in redundancy was
identified by P2. She stated:
“Minsan nagiging redundant yung word, for example yung “The” uulitin niya pa yun kaya minsan di ko siya
ginagamit pag sa ganun. Ginagamit ko lang siya sa mga punctuation mark lang talaga
kasi minsan redundant yung word. Mas effective siya sa punctuation marks”
(Sometimes words are becoming redundant, for example “The” the app will repeat that word again,
sometimes I don’t use it. I only use it when it comes to punctuation marks because
sometimes the words are redundant. It is more effective in punctuation marks.)

Limitations in the app are also one of the encountered errors in the application. Even
though it is not an error, it limits the use of the functions and features of Grammarly. The users
won’t be able to fully utilize the app and won’t be able to produce the desired output.
P5 expressed:
“There’s I have encountered when I was using Grammarly. Well, it’s not that an error but it’s just
like limitation for non premium users because I’m only using the free version there’s some
limitations feature that I can only benefit from, so there’s I have encountered was like, when I am
writing in a casual way or when I want my writing to sound casual and especially when the
suggestions are changing the original text
automatically. Well, I just uninstalled Chrome but I still visit the site or the website.”
Rating the app. After using Grammarly students have different opinions about the app. The
benefits and errors they have encountered are the biggest factors that affected their
assessment and evaluation of the app. Students have mixed feelings about the app, they have
positive and negative remarks about using the app.
P2 said: “Minsan yung mga bibigay niya suggestion na mga words parang hindi na siya
tumutugma sa gusto kong mabuo parang nagiiba na yung meaning niya. So
ginagamit ko lang talaga siya for punctuation marks lang talaga.”
(Sometimes the word suggestions that the app is giving are not aligned to what I want to construct, it is
like changing its meaning. So I use it for punctuation marks only.)
The participants experienced different errors when it comes to using Grammarly.
However, they seem not to be bothered by the errors made by the app and continued using it
for a period of time. As errors encountered by users of apps can be the main factor for them to
discontinue and uninstall the app. Errors are inevitable, they will always occur in the codes of
an application, and this may be one of the reasons customers choose to uninstall the program
(Grzyb, 2019). Grammarly regularly gives incorrect feedback regarding the spelling of non-
English words, articles, punctuation (comma and quote marks), conventions (British or
American), conciseness, passive sentences, and variety (synonym) (Ummah & Bisriyah, 2022).
Despite this, the students persisted in using the program despite occasionally encountering
errors that might have had a negative impact on the caliber of their work.
The participants gave the app a favorable review and claimed that using it helped them
write better. While using the app, faults are unavoidably encountered, however, the benefits
of this app clearly outweigh the drawbacks. They were able to write boldly without worrying
about grammar errors thanks to Grammarly. Since students were no longer required to read
the entire document again, it also provided them plenty of time to reflect.
PROBLEM 2: What are the practices employed by the School of Education and
Arts
Students in the context of using Grammarly in completing their writing outputs?
In the completion of every written output, students are focused on assessing their work. One
way for them to have their work checked is through the use of Grammarly and this provides
them an opportunity to discover corrections which is one of the features of the app.
“Well, I trust Grammarly so I don’t have any other extra activities that I do to ensure that the results of Grammarly
are correct. Mostly if I run the documents in Grammarly I expect that it is 100% accurate.”
1. Grammarly in action: Bringing into play the functions of Grammarly. Utilizing
Grammarly provides students with an option when it comes to the use of applications
that are used in writing. It provided easy access for them to have their writings assessed
through the use of the app. This benefit is very significant especially when it comes to
writing competencies that will allow them to have their writings automatically checked
so that they can immediately work on the corrections. At present, this is a common
benefit that we can consider as an advantage of this application.
2. A Tactics of School of Education in Using Grammarly
The students have different ways of using the Grammarly app. They utilize the functions
of the app to their own liking. The way they utilize the app depends on what they need in their
writing. Some use it to correct grammar, some for punctuation, and others just for
proofreading. P1 said:
Application of the App in Writing. Grammarly offers a lot of functions. These functions aid the
students in verifying the content of their written works, correcting their punctuation marks,
and improving their writing skills. They are using the app to make their written works precise,
clear, and concise.
P1 said:
“I usually use Grammarly po whenever I am struggling po with my studies, pag lazy din po ako
kapag tinatamad ganun po.Ni-uuse kop o siya constructively din po, minsan po ginagamit ko po
siya kung hindi ko nap o talaga kaya pero minsan po kung kaya ko naman po ganun po sinasarili
ko po. I use it as a proof reader, Grammar checker po.”
(I usually use Grammarly whenever I am struggling with my studies, also when I am lazy. I use it
constructively, sometimes I use it if I can’t write but sometimes I use it when I can. I use it as a
proofreader, grammar checker)
The students use the app when they are trying to ensure that they do not make mistakes when
they are writing. Having this app lessens their time when writing. All they need to do is to copy
and paste their work on the app and the app automatically corrects the mistakes.
P3 stated: “ I usually Grammarly whenever I have this major written task which requires
extensive grammar checking and revising and re-reading in order for me to produce an effective,
clear, and intelligent piece, written piece. I use Grammarly in my academic writing engagement
mainly as proofreader and an app or interface that suggests words that give me a lot of word
choices to use whenever I write. I use Grammarly only in writing big activities, big written
activities I don’t use it all the time.”
Grammarly became a motivation for one of the students. It makes their writing easier and
they do not need to read the work manually. All they need to do is to copy and paste and
Grammarly will give you the suggestions and corrections you need.
P5 conveyed:
“ I always use grammarly whenever I am writing academic papers or even in gmails. Well, me
using Grammarly is only my decision. The school is not really encouraging us to use Grammarly.
For me writing engagement, when it comes in writing engagement. I see it as, me having more
motivation to write. So, I always write on Microsoft word. Then when I’m in the editing stage or
phase. I will copy and paste my writing on Grammarly, writing engagement. I think it’s more
engaging for me, I mean I am more engage to learn grammar rules than writing because I am not
only relying on Grammarly when I write”
Verification of the App’s Suggestions and Corrections. However, with the errors they
encountered in using Grammarly, their trust in the app deteriorated. They still use the app but
they do not fully trust the result. They consult teachers or other apps to ensure that the results
are correct.
P1 shared:
“As I said earlier po, para masure ko po na correct ay cinoconcsult ko po dun sa English teacher
ko na cousin. But, kung busy po siya tinatry ko po yung best ko na Icorrect po siya on my own. I
consult po kay sir Frederick sometimes pag nagkaklase po kami, pinapakita ko po sa kaniya and
yung kanina din po yung cousin ko pong
teacher pinapakita ko po yung result sa kaniya, sa kanila po.”
(As I said earlier, to make sure that it is correct I consult my cousin. But, if my cousin is busy, I am
trying my best to correct it on my own. Sometimes, I am consulting sir Frederick during class, I
am showing him and about earlier my
cousin who is a teacher I am showing her the result, to them.)
Students also check the results on their own. They read their work and verify the work
themselves.
P2 expressed:
“Diba kasi kapag nagtatype ka doon cinocorrect na niya yung sinusulat mo. Tinatype ko muna
lahat and then kapag natapos ko na siya saka ko siya babasahin and then saka ko siya icocorrect.
Kapag nacorrect ko na lahat doon ko masasabi na okay tama na yon.”
(Isn’t it if you are typing there it has already corrected your writings. I am typing everything and then after
finishing it I will read it again to correct it. If I'm done correcting everything, that's the time that I can say it
is correct.)
Other grammar checkers websites and apps are also used to check their works. They run it
through Grammarly then run it again through another one to make sure that the results are
100% correct.
P4 stated:
“May isa pa akong ginagamit na website doon ko siya chinecheck. Website siya. Nakalimutan ko
lang yung name pero dun ko siya chinecheck.Dito ako kay grammarly kasi mas madali din siya
gamitin.”
(I have another website that I use to check. It’s a website, I just forgot the name but I checked it
there. I use Grammarly since it is easier to use.)
Trust is something that is difficult to earn. A student fully trusts the results and suggestions of
Grammarly. Once he runs it through the app he won’t check it again or run it through another
app or website. He also doesn’t read it again. P3 said:
All of the participants have the same use of the Grammarly app, which is to proofread
their works. It is convenient since they do not have to read the whole paper over and over
again, all they need to do is to scan the paper using Grammarly. The app made their work and
activities easier. They write without worry about anything, they just run their paper through
the app to scan the errors and they can correct them almost instantly. Grammarly helps
students improve their writing by reducing errors, enhancing paraphrasing skills, fixing errors
everywhere and at any time, and expanding their vocabulary. Grammarly makes it simpler to
detect faults in writing, which also makes it easier to correct them (Dewi, 2022).
However, most of them are still reluctant to trust the results of Grammarly. They have
encountered errors in using Grammarly, which is why they are not 100% sure if the results of
Grammarly are correct. So, most of them scan the paper again through another app, others
consult their papers with their teachers.
PROBLEM 3: What enhancement strategies in teaching and learning writing can be proposed
based on the findings of the study?
Writing mistakes are common in writing. Students cannot avoid making mistakes and
faults during the writing process, especially when they are attempting to rearrange their
sentences or utilize different tenses. As a result, they frequently write sentences that lack
proper grammar (Kumala et. al., 2018). For this reason, discerning possible ways to improve
writing and avoid making mistakes is necessary.
After careful study of the experiences and practices shared by Grammarly users, the
researchers can come up with strategies that will help them in writing competencies. Using the
results from the two research problems, the researchers formulated these new enhancement
strategies in teaching and learning writing. Through this, the researchers can surely provide
better ways or strategies in teaching and learning for better writing competencies.
Enhancement strategy in Learning Writing
Students can use Grammarly to learn the rules in writing properly. The following are the
learning strategies proposed by the researchers.
Optimization
The application might help the student's writing abilities. By ensuring that your
grammar, spelling, and punctuation are right, Grammarly can help them write better, make
their phrases concise, and enhance clarity. They can also use it to tweak the content delivery
and engagement of their writing by using the vocabulary suggestions and tone recognition of
the application.
Scaffolding
Grammarly can be a useful assistant or support for students. They can use it to check
the grammar, punctuation, and spelling of their writing. They should use it sparingly, they may
use it to make sure that their writing does not have any errors.
Reinforcement
They could also use it to reinforce their knowledge in writing. The information about
the errors in the writing given by Grammarly can be used by the students to learn and review
the rules of grammar and punctuation.
Enhancement Strategy in Teaching Writing
Teachers can also benefit from Grammarly. These teaching strategies are proposed by the
researchers by using the results from the two problems as the basis.
Check for Mistakes
Teachers may use Grammarly to scan errors in the writing of the students. When
students are learning to write, spelling and grammar mistakes are to be expected; Grammarly's
correction suggestions are designed to catch them. Using this function of Grammarly, teachers
could easily analyze the errors and give the students advice on how to improve their writing
and what to do to avoid those mistakes.
Word Choice and Phrasing
Teachers can instruct their students on improving their word choice and sentence
structure by using Grammarly's clarity and engagement suggestions.
Suggestions for engagement might help teachers identify dull words or phrases that students
may overuse unknowingly and assist the teacher and the student in coming up with
alternatives. Teachers may also uncover unclear sentences and redundant phrases with the
use of clarity suggestions, and they can then give students comments on how to fix them.
Proper Tone
Teachers may use this function to teach students what tones should be used in
different kinds of writing. Students will encounter several different kinds of writing
assignments in school. There are different kinds of writing with different levels of formality. For
a formal essay, for example, informal contractions or slang should be avoided, while that usage
might be appropriate in an informal personal writing assignment. Grammarly’s delivery
suggestions can help check for different types of tones.
We can use Grammarly in different ways to enhance the strategies in teaching and
learning writing. Such as using it to improve and encourage students in self-directed learning.
With the suggestions and grammar checker provided by the app, also by giving the information
about the errors they made, Grammarly can easily be used as a tool to improve writing skills.
They can use Grammarly to learn on their own, without the aid of teachers or mentors.
When it comes to the teaching strategy, educators could use the app to check the
papers of their students. It can scan the errors in grammar, punctuation, and spelling of the
students, giving the teacher more time to analyze the paper and focus their attention on the
higher concerns of writing such as, agreement, citation style, modifiers, constructions, etc.
With this, they can give the students a more in-depth explanation of what the students should
do to improve their writing.
FLOW CHART
CONCLUSION AND RECOMMENDATIONS
This chapter presents two different sections, which are the conclusions and the
recommendations. Where the first section will discuss the current research findings in the
previous chapter. While in the second section, the researchers will provide some suggestions
and recommendations that are related to Grammarly and Writing Competency: Experiences
and Practices of Education Students. The suggestions will be beneficial for the improvement of
future researchers.
A. Conclusion
This study is proposed to figure out the different experiences and practices of the
Education students at Panpacific University in terms of their utilization of the
Grammarly software and how it would affect their day-to-day writing engagements. This results
that Grammarly software is an effective tool in improving the writing skills of Education
Students at Panpacific University. The software helped the majority of the students to reduce
the errors made by learners in terms of grammar and mechanics (punctuation). Where it
already interprets' the two topics in our title which are the experiences and practices of
Education students in using Grammarly

as a helping tool in their academic writing.
Therefore the researchers concluded that the said Application is a useful tool for
checking minor errors in writing and developing the student's writing abilities specifically for the
Education students that are already associated with the software that's utilized for their daily
writing engagements.
B. Recommendations
With the results of the study, the researchers recommend the following.
1. Students may use Grammarly to check their English writing
activities/assignments.
2. Grammarly has been shown to positively affect students' writing abilities,
thus researchers advise teachers to utilize the application in the
classroom.
3. The schools may consider taking advantage of technology in education.
Especially the automated writing evaluation apps/tools that aid the
students to improve their learning effectively and efficiently.
4. Future researchers may carry out another research about
Grammarly using another research approach and design.
5. Future researchers may research other applications that help students in
improving their writing skills.
6. Future researchers may consider expanding the scope of the current
study by focusing on additional elements and aspects, such as the

investigation of various tools that support students in developing their
writing abilities.
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APPENDICES APPENDIX A
October 03, 2022

Rodlan Alvendo
Faculty
Dear Mr.Alvendo:
Greetings!
We, the Bachelor of Secondary Education Major in English students are currently enrolled in our research class for
this term. Related to this, we would like to ask for your time and expertise as our RESEARCH ADVISER for our study
with the following details:
Research Members:
● Garcia, Shalee Mea R.
● Manganaan, Mark Clifford John G.
● Salvatierra, Nicole M.
● Rico, Renie Boy
Working Research Title: Grammarly and Writing Competency: Experiences and Practices of
School of Education and Arts Students
Problems:
1. What are the significant experiences of School of Education and Arts Students in theutilization of
2. What are the practices employed by School of Education and Arts Students in thecontext of using
Grammarly in completing their writing outputs?
3. What enhancement strategies in teaching and learning writing can be proposedbased on the
findings of the study?
Research Methodology (Design): Qualitative Research
We are hopeful that you can guide, assist, and collaborate with us for the completion of our research
engagement.
We are looking forward to your affirmative response related to this matter. Thank you very much. For research,
Noted by:
Renie Boy Rico VIRGO C. LOPEZ

Research Group Leader Research
Teacher
APPENDIX B
Letter to the School Registrar
11 November 2022
Dr. Amapola Padilla Registrar
Dear Dr. Padilla:
Greetings!
We, the BSED-Eng students, are currently working on our research entitled, Grammarly and Writing Competency:
Experiences and Practices of School of Education and Arts Students as partial fulfillment of the requirements for
the subject, Research in Education (Methods, Statistics, and Proposal).
In view hereof, we would like to request for a copy of the total number of students enrolled in RPSEA for the
Academic Year 2022-2023, who would serve as our research participants. Your favorable response will surely help
us in the completion of our research study. Rest assured that the data collected will only be used for the objectives
of the study and confidentiality will strictly be observed.
We are looking forward to your affirmative response regarding this matter. Thank you very much. Respectfully
yours,
RENIE BOY M. RICO Research
Group Leader Noted by:
RODLAN ALVENDO
Research Adviser
APPENDIX C
INTERVIEW TRANSCRIPTION
Duration: 7 minutes
Date: December 16, 2022
Location: Students’ Lounge (within Panpacific U vicinity)

Interviewer: Shalee Mea R. Garcia (S)
Participant: P1
Verbatim Q & A Annotation
SOP #1: What are the significant experiences of School of Education and Arts Students in the
utilization of Grammarly in their writing engagements in class?
S What made you download Grammarly?
P1 I decided to download this app because I believe Grammarly is helpful in
that it can help me with my studies as well as to developing and enhancing
enhance my writing skills. I heard it from one of my writing skills.
friends. He introduced that app on me, he also
encouraged me to download that because he was
able to enhance English as well when he download
po that app.
S How long have you been using Grammarly?

P1 I’ve been using Grammarly since 2019 until now, She has been using
before the pandemic started po. I’ve been using it Grammarly for almost 3 years.
until now because it can really help me to make my
academic life better and easier.
S How did Grammarly help you in accomplishing your

writing tasks?
P1 So as I said earlier, it can really help my academic life It made her assignments
better and easier. When I’m using Grammarly po it easier. There are
can help me to, mas napapadali niya po ang improvements in her
assignments ko, yung writing skills ko po ganun po. writing, specifically in her
Addition na din po yung nacoconstruct ko po ng writing construction. Also,
maayos yung sentences ko. I observed po na while she is learning by observing the
using Grammarly po natututo po ako in my own corrections made by
while observing po kung paano po siya, paano po Grammarly.
yung tamang constructing ng sentence and at the
same time paano yung Grammar ganun po.
S What are the errors you have encountered in using

grammarly?
P1 Grammarly po is not perfectly designed po and Grammar errors can be found in
naoobserve kop o na sometimes na may Grammarly.
error po sa grammar maskipo yung alphabetical

letters. I have an English teacher po na cousin so
pinapaobserve kop o sa kaniay if I am not sure po
with the results.
S What is your assessment on the grammar checker

and the predictive text function of the Grammarly?
P1 Yung assessment ko po dun is sometimes hindi po Grammarly is helpful, however

siya nagwowowork, pero mas most of the time po there are still some errors made
angwowork siya ng maayos at by the app.
nakakatulong po siya sa akin. Yun lang naman po
yung na observe ko yung alignment po ng
mga words, yung construction po medyo hindi po
siya ano, yung grammar po medyo maayos
minsan. Kasi yung mga words po katulad po ng mga
names, names po ng schools ganun po, yung mga
capital letters po.
SOP #2: What are the practices employed by School of Education and Arts Students in the context of
using Grammarly in completing their writing outputs?
S When do you usually use Grammarly?
P1 I usually use Gramarly po whenever I am struggling He uses Grammarly when he is
po with my studies, pag lazy din po ako kapag facing some struggles in writing
tinatamad ganun po. or when he is not in the mood
the check his writings.
S How do you utilize Grammarly with Peers?

P1 I usually use it on y own po pero sometimes po He collaborates with his
nakikipagcollaborate po ako with my friends and my classmates and friends to check
classmates. Ako po yung nagtatype the results of Grammarly.
then after po kapag makikita po naming yung result
magcocollaboarte po kami kung tama po yung result
o may naobserve po kaming mali.
S What do you do to ensure that the results of

Grammarly are correct?
P1 As I said earlier po, para masure ko po na correct ay There is a lack of trust in the
cinoconcsult ko po dun sa English teacher ko na results of Grammarly.
cousin. But, kung busy po siya tinatry ko po yung
best ko na Icorrect po siya on my own.
S How do you consult the results of Grammarly to

your Teacher?
P1 I consult po kay sir Frederick sometimes pag Teachers guidance is still
nagkaklase po kami, pinapakita ko po sa kaniya and needed even if Grammarly is
yung kanina din po yung cousin ko used.
pong teacher pinapakita ko po yung result sa kaniya,
sa kanila po.
S How do you use Grammarly in your academic writing

engagement?
P1 Ni-uuse kop o siya constructively din po, minsan po Grammarly is used to proof read
ginagamit ko po siya kung hindi ko nap o talaga kaya and construct
pero minsan po kung kaya sentences properly. He is
ko naman po ganun po sinasarili ko po. I use it as a not dependent on the app and
proof reader, Grammar checker po. still tries to write and check his
own works.
Duration: 7 minutes


Participant: P2
P2 Ano lang siya parang, ano kasi nahihirapan ako sa She downloaded Grammarly
punctuation mark so ayun dinownload because she is struggling with
ko siya. I just saw this on Tiktok. Then it made me punctuation and she realized
realize that it is very helpful for me. that the application is very
helpful.
P2 Ngayong year ko lang siya ginamit. She is a new user of Grammarly.

writing tasks?
P2 Mas nagiging vivid siya, for example kasi diba kapag The Grammar checker makes
gumagamit tayo ng maling punctuation mark her sentences vivid. Especially,
nagiiba yung meaning nung sentence. Nung ginamit when it comes to fixing her
ko na yung Grammarly parang mas nagiging vivid punctuation marks and making
siya, mas nagiging direct to the point yung gusto her sentences more specific.
kong sabihin.
grammarly?
P2 Minsan nagiging redundant yung word, for example She uses Grammarly
yung “The” uulitin niya pa yun kaya minsan di ko siya Application only to fix her
ginagamit pag sa ganun. punctuation marks, since the
Ginagamit ko lang siya sa mga punctuation mark lang errors make some of her works
talaga kasi minsan redundant yung word. Mas redundant.
effective siya sa punctuation marks.
P2 Minsan yung mga bibigay niya suggestion na mga Grammarly suggestions aren't
words parang hindi na siya tumutugma sa gusto kong related to the content
mabuo parang nag-iiba na yung or the sentence used by the
meaning niya. So ginagamit ko lang talaga siya for user. That's why it's merely
punctuation marks lang talaga. used as a punctuation corrector.
P2 In terms of making my activities lalo na kung sobrang Grammarly checkers are also
mahaba yung gagawin kong paragraphs. used in doing writing activities.
Especially in writing long
paragraphs.
P2 Hindi ko pa siya nagamit with peers, parang kasi She didn't utilize it with peers
naman feeling ko lahat sila gumagamit ng ganito so because she thought that
nakita ko sa tiktok triny ko lang. everyone is using the
Grammarly apps.

P2 Diba kasi kapag nagtatype ka doon cinocorrect na She used "Grammarly
niya 'yung sinusulat mo. Application" as the first phase of
Tinatype ko muna lahat and then kapag natapos ko editing paperwork.
na siya saka ko siya babasahin and then saka ko siya Then did some follow up proof-
icocorrect. Kapag nacorrect ko na lahat doon ko reading and
masasabi na okay tama na yon. proof-editing for the final stage
of her writing.
your Teacher?
P2 No, I did not consult them. The user did not consult
Grammarly to her teachers.
engagement?
P2 Sa ano lang siya in terms of my activities lang talaga She used Grammarly for writing
ganun, activities like essays. activity purposes.
Duration: 7 minutes

Location: Students’ Lounge (within Panpacific U vicinity) Interviewer: Shalee Mea R. Garcia (S)
Participant: P3
P3 I decided to download the Grammarly when I chose Downloaded Grammarly
the English majorship because it was a very helpful because it will help him in his
app in my opinion because it writing.
helped me a lot in making my written activities
concisely and effectively written.
P3 I have been using for a school year and a half now Used Gramamrly for 1 and a
and so far it serves its purpose in helping half year. grammarly is
me have well written papers due to its easy to use reliable, handy, and helpful,
interface and reliable grammar and making the user keep it for
composition checker. I rely on it in terms of this long.
verifying if my composition have errors. It’s been this
long because Grammarly, a free
writing tool, is very much handy and effective in
helping me produce competitive pieces.
writing tasks?
P3 Well it gave my activities a new look because I have Used to check the composition
common errors in using prepositions and grammar of
back then and also Grammarly helped in ways the paper. It corrected the
that I remember the rules of grammar every time I errors, while making him
use it. Sometimes I usually ran all my remember the rules in
written tasks through Grammarly just to check Grammar.
if I made errors or if there are any word choice errors
and suggestions that can be used to make my work
better.
grammarly?
P3 So far the errors that I’ve encountered are the errors British-English is the
in spelling because my Grammarly is spelling used by Grammarly and
British-English based so whenever I submit my it is deemed incorrect by the
outputs especially back in the second sem when I Teachers.
first used Grammarly, my teacher
always tells me that my spelling is based in
British-English and I need to fix it and make it to the
standard American English.
P3 The grammar checker is close to perfection and the The grammar checker and
predictive text function of Grammarly predictive text function of
is somewhat helpful but not all the time Grammarly is almost flawless,
because there are some suggested words that are except for the word
not appropriate for the context of what I am writing. suggestions.
P3 I usually Grammarly whenever I have this major Grammarlly is used the lessen
written task which requires extensive grammar the time and work in checking
checking and revising and and proofreading the written
re-reading in order for me produce an work.
effective, clear, and intelligent piece, written
piece.
P3 Well, I ask them to download Grammarly because Instead of proof reading their
before Grammarly was introduced. works as a way to help
Before I introduce Grammarly to them, they always them, he recommended them
want me to proof read and check every single to download
written tasks that they do. It’s time Grammarly to help them.
consuming, so I ask them to please download
Grammarly and try it themselves. Positively, it
helped them
P3 Well, I trust Grammarly so I don’t have any other He trusts the results
extra activities that I do to ensure that the results of Grammarly. He expects the
Grammarly are correct. Mostly if I run the results to be 100% accurate.
documents in Grammarly I expect that it is 100%
accurate.
S How do you consult the results of Grammarly to your

Teacher?
P3 I don’t consult teachers regarding the use of Since Grammarly already checks
Grammarly. I just don’t feel like it. I think it’s not the written work
necessary because Grammarly is already consultation to the teachers are
programmed to check the Grammar. unnecessary.
engagement?
P3 I use Grammarly in my academic writing engagement Used to correct and improve
mainly as proofreader and an app or interface that the quality of his writing. It also
suggests words that give me a lot of word choices to helps him in doing
use whenever I write. I use Grammarly only in extensive works but, he is not
writing big activities, big written activities I don’t use dependent on the app.
it all the time.
Duration: 7 minutes Date: December 16, 2022

Participant: P4
P4 Recommendation from a friend
I downloaded Grammarly because a friend of mine made him decide to use it.
recommended it and also I needed it so I try.

P4 It was used primarily as a
I have been using it since I was first year I think. I grammar checker,
use grammarly in class when im doing my reports or especially when it comes to
writing assignments like essays and activities like sentence structure. It was
those sentences that needs to be corrected like the used in making reports and
using of punctuations and also the spellings that I essays that included
used. auto-corrections in spelling and
punctuations.
writing tasks?
P4 It is very helpful specifically in
It help me a lot. Marami siyang naitulong sakin like sentence construction and
sentences and also sa mga punctuations. punctuations.

grammarly?
P4 Minor errors in spelling
The errors are the spellings the what do you call this however, it will be
one the pronunciation oh not the pronunciation the automatically corrected.
punctuations that I have been encountered. Sa app
na nadownload ko yung grammarly na gingamit ko
nag eerror siya sa spelling. Parang nalagay ko is like
T-E sakniya is parang T-H-E ganun na siya na mismo
nag aayus ganun.

P4 Yung assessment ko sakanya is maganda naman siya It is very helpful in

gamitin sa research lalo na sa proofread. proofreading.
P4 I usually use grammarly on my essays and on my It was basically used for essays
reports and writing reports.

P4 I didn’t share it with peers. Actually yung friend ko It was not shared yet to peers.
yung nagshare sakin so hindi ko pa siy nasheshare It can be used at times but not
sa ibang mga ksama ko. Pwede naman pero hindi highly
ko siya nirerecommened na gamitin siya always kasi recommended to always
nga minsan may problema din si grammarly. depend on it.

P4 May isa pa akong ginagamit na website doon ko siya It is convenient and easy to use.
chinecheck.
Website siya. Nakalimutan ko lang yung name pero
dun ko siya chinecheck.
Dito ako kay grammarly kasi mas madali din siya
gamitin

your Teacher?
P4 I didn’t, hindi ko pa natry na mag consult sa teacher Never tried to consult teachers
yet about the use of
it.
S How do you use Grammarly in your academic
writing engagement?
P4 I use it as a proper one. Hindi ko siya yung gingamit It is not often used but it is
na lagi kailangan ko pa din gamitin more on the proofreading part.
yung saakin mismo kailangan ko magtiwala sa
sentence ko more on proofread lang talaga siya.
Duration: 7 minutes

Participant: P5

S What made you download
Grammarly?
P5 I decided to download The advertisement caught his
grammarly when I saw an attention and primarily
advertisement on youtube. It used it for learning the basic
seems it’s very interesting since grammar rules through self
It’s what I need in grade 11. I phase learning.
wanna teach myself in grammar
rules since my school doesn’t
prioritize those topics.
S How long have you been using

Grammarly?
P5 Yeah, I’ve been using grammarly It was used for faster or quicker
since Grade 11, and technically ways in editing
been using it for 3 years by now. paper works. Convenience
I kept using grammarly, because is the factor for his usage for
it is very convenient for me. many years now.
Especially when I am rushing to
edit my papers.
S How did Grammarly help you in

accomplishing your writing
tasks?
P5 Grammarly help me accomplish Basically, a lot of reasons were
my writing by giving me discovered in using
suggestions and actually Grammarly such as error
explaining why is that word checkers, give suggestions on
doesn’t fit and I was not only what word that is best to use
able to edit my writings and I and provide reasons
was also able to learn more of why it is not proper. Focused
grammar rules especially, those generally for grammar rules that
made him sound
professional when it comes to
academic writings.
Formality in writing is also a
result of using it.
common grammar errors. Well,

it helped me to sound very
professional, I mean not that
very professional but in a more
of formal way. Because
whenever I write I used to write
in a casual way or I used to
write these passive voice and
slangs or idioms which it
recommended when writing
academic papers.
S What are the errors you have
encountered in using
grammarly?
P5 There’s I have encountered This is a free app however there
when I was using grammarly. are some limitations to
Well it’s not that an error but users but there are fees as well
it’s just like limitation for non when it will be
premium users because I’m only upgraded.This is actually
using the free version there’s one feature that affects the
some limitations feature that I user. One error encountered
can only benefit from, so is that when he tries writing in
there’s I have encountered was a casual way, it’s like
like, when I am writing in a automatically getting back
casual way or when I want my to its original structure. That
writing to sound casual and made him decide to
especially when the suggestions uninstall it, however still visits it
are changing the original text sometimes.
automatically. Well, I just
uninstall grammarly on
chrome but I still visit the site or

the website.
S What is your assessment on the

grammar checker and
the predictive text function of
the Grammarly?
P5 Well as I’ve said, The predictive It is beneficial when it comes to
text function of grammarly is editing since it has
very beneficial for me especially predictive text function even
when I’m editing and I have no, without scan writing
I don’t have much time to edit especially when rushing paper
and scan writing. works.
S When do you usually use
Grammarly?
P5 I always use grammarly Generally, it was use in
whenever I am writing academic academic papers or in sending
papers or even in gmails. emails.
S How do you utilize Grammarly

with Peers?
P5 Well I don’t use grammarly with Sharing it to peers and telling its
peers but, I sometimes suggest benefits.
them grammarly because It’s
very beneficial.
S What do you do to ensure that

the results of
P5 I ensure that the results of Proofreading is still used and
grammarly are correct. I just assessing it if it all sounds good.
have to re-read everything and
assess if it sounds good.
S How do you consult the results

of Grammarly to your Teacher?
P5 Again, The school has nothing There is no feedback received
to do with me using grammarly. from teachers as of his writing.
So my teachers don’t
compliment me for using
grammarly and most of my
professors don’t give feedbacks
of my writings.
S How do you use Grammarly in

your academic writing
engagement?
P5 Well, me using grammarly is It is a personal decision and it is
only my decision. The school is not actually advised by
not really encouraging us to use the school to use it; however,
grammarly. For me writing when it comes to academic
engagement, when it comes in writing, it is still used
writing engagement. I see it as, specifically during the
me having more motivation to editing part. It is primarily
write. So, I always write on used to learn further about
Microsoft word. Then when I’m grammar rules.
in the editing stage or phase. I
will copy and paste my writing
on grammarly, writing
engagement. I think it’s more
engaging for me, I mean I am
more engage to learn grammar
rules than writing because I am
not only relying on grammarly
when I write.
APPENDIX D
Letter to Expert Validators

11 November 2022
Marvin O. Gabatin
Dear Mr. Gabatin,
Greetings!
The undersigned is currently working on a research proposal

titled: Grammarly and Writing Competency: Experiences and Practices of School of
Education and Arts Students
This qualitative research study intends to deal with the following research objectives:
1. What are the significant experiences of School of Education and Arts Students in the
2. What are the practices employed by School of Education and Arts Students in the
context of using Grammarly in completing their writing outputs?
In regards to the mentioned research objectives, I would like to request your expertise in
reviewing and validating the content to ascertain its relevance for the study purposes. This
research instrument is (Interview Questionnaire). Attached herewith the questions for your
reference.
Your comments and suggestions are highly appreciated for the progressive improvement of the
research.
Thank you very much.

Researchers,
MANGANAAN, JOHN MARK CLIFFORD G.
RICO, RENIE BOY M.
Noted by: Received by:
MR. RODLAN ALVENDO MARVIN O. GABATIN

Validation Form to Establish the Content Validity of the Semi-
Structured Interview Guide.
DIRECTION: Attached with this validation form are semi-structured interview questions containing
items pertaining to the “Grammarly and Writing Competency: Experiences and Practices of
School of Education and Arts Students”. Kindly evaluate the items and indicate the extent of your
appraisal in each item as listed by putting a check mark (√) on the blank space opposite each criterion
using the corresponding scale as indicated:
Excellent Very Good Fair Poor
Indicators Good
(5) (4) (3) (2) (1)
A. Representation of the content
1. The questions proportionally represent /
the extent of implementation of
Grammarly in Writing Competency.
2. The questionnaire is logically /

distributed with respect to the extent of
implementation of Grammarly in Writing
Competency.
B. Suitability of the Survey

Questionnaire
1. The questions are worded in a brief /
and concise manner.
2. The questions are worded to cater to /
the comprehension of the RP SEA
Students.
C. Suitability of the Questionnaire to the
behavioral pattern of RPSEA students
1. The questions reflect the actual status

of the implementation of Grammarly in
Writing competency of School of
Education and Arts students.
2. The questions are written to cater to

the behavioral pattern of the School and
Education and
Arts students.
Marvin O. Gabatin
Name and Signature of Validator
Letter to Expert Validators
11 November 2022
Madeleine Patricia Cruz

Dear Miss Cruz, Greetings!

The undersigned is currently working on a research proposal titled: Grammarly and Writing
Competency: Experiences and Practices of School of Education and Arts Students
This qualitative research study intends to deal with the following research objectives: 1. What
are the significant experiences of School of Education and Arts Students in the utilization of
2. What are the practices employed by School of Education and Arts Students in the
context of using Grammarly in completing their writing outputs?
In regards to the mentioned research objectives, I would like to request your expertise in
reviewing and validating the content to ascertain its relevance for the study purposes. This
research instrument is (Interview Questionnaire). Attached herewith the questions for your
reference.
Your comments and suggestions are highly appreciated for the

progressive improvement of the research. Thank you very much.
Researchers
MANGANAAN, JOHN MARK CLIFFORD G.
RICO, RENIE BOY M.
Noted by: Received by:
MR. RODLAN ALVENDO MADELEINE PATRICIA CRUZ

Validation Form to Establish the Content Validity of the Semi-Structured Interview Guide.
DIRECTION: Attached with this validation form are semi-structured interview questions containing items
pertaining to the “Grammarly and Writing Competency: Experiences and Practices of School of
Education and Arts Students”. Kindly evaluate the items and indicate the extent of your appraisal in each
item as listed by putting a check mark (√) on the blank space opposite each criterion using the
corresponding scale as indicated:
Indicators Excellent Very Good Good Fair Poor
(5) (4) (3) (2) (1)
A. Representation of the content
1. The questions proportionally represent the /

extent of implementation of Grammarly in Writing
Competency.
2. The questionnaire is logically distributed with /
respect to the extent of implementation of
Grammarly in Writing Competency.
B. Suitability of the Semi-Structured Interview
guide.
1. The questions are worded in a brief and concise /
manner.
2. The questions are worded to cater to the /
comprehension of the RP SEA Students.
C. Suitability of the Questionnaire to the Behavioral
Pattern of the School of Education and Arts.
1. The questions reflect the actual status of the /

implementation of Grammarly in Writing
competency of School of Education and Arts
students.
2. The questions are written to cater to the /
behavioral pattern of the School and
Education and Arts students.
Comments are in the email thread.
Name and Signature of Validator
Shalee Mea R. Garcia

Email address: shalee.garcia@panpacificu.edu.ph
Personal data
Gender: Female
Age: 29
Address:Balacag Pozorrubio, Pangasinan
Date of Birth: August 1, 1994
Place of Birth: Pozorrubio, Pangasinan
Civil status: Married
Citizenship: Filipino
Religión: Protestant
Father’s name: Marlito G. Rebudal Sr.
Mother’s name: Letecia B. Rebudal
Educational background
Present
●Panpacific University
Mac Arthur Highway, San Vicente, Urdaneta City, Pangasinan Bachelor of Secondary Education
Major in English
Secondary
2010-2011
●St. Philomena’s Academy
Elementary
2006-2007
●Pozorrubio Central School
Mark Clifford John Guillermo Manganaan

Email address: manganaan.markcliffordjohn@panpacificu.edu.ph
Personal data
Gender: Male
Age: 20
Address:San Antonio Rosales, Pangasinan
Date of Birth: February 17, 2002
Place of Birth:Rosales, Pangasinan
Civil status: Single
Religión: Wesleyan
Father’s name: Jessie G. Manganaan
Mother’s name: Clarissa G. Manganaan
Present
● Panpacific University
Mac Arthur Highway, San Vicente, Urdaneta City, Pangasinan Bachelor of Secondary
Education Major in English
Senior High School
● Rosales National High School
Don Antonio Village Rosales, Pangasinan
Secondary
2019-2020
● Rosales National High School
Don Antonio Village Rosales, Pangasinan
2017-2018
Elementary
● San Antonio Elementary School
San Antonio Rosales, Pangasinan
2012-2013
RENIE BOY MARQUEZ RICO
Email address: rico.renieboy@panpacificu.edu.ph
Personal data
Gender: Male
Age: 38
Address: Glenville Subdivision, Phase 1, San Vicente East, Urdaneta City, Pangasinan
Date of Birth: June 20, 1984
Place of Birth: Paranaque City, Metro Manila
Civil status: Single
Religion: Mormones
Father’s name: Danilo M. Rico
Mother’s name: Rosita M. Rico
Present
Mac Arthur Highway, San Vicente, Urdaneta City, Pangasinan Bachelor of Secondary Education Major in
English
Secondary
1996-2000
● San Miguel National High School
San Miguel, Natividad, Pangasinan
Elementary
● John Shannon Montessori
Sucat Road, Paranaque City, Paranaque
1990-199
Nicole Macato Salvatierra
Email address: salvatierra.nicole@panpacificu.edu.ph
________________________________________________________________________
PERSONAL DATA
________________________________________________________________________
Gender: Female
Age: 20
Address: Poblacion Central, Sison Pangasinan
Date of Birth: November 24, 2002
Place of Birth: Poblacion Central, Sison Pangasinan
Civil Status: Single
Religion: Christian (United Church of Christ in the Philippines)
Father's Name: Fidel O. Salvatierra
Mother's Name: Flordeliza M. Salvatierra
_______________________________
EDUCATIONAL BACKGROUND
________________________________________________________________________
Present
Mac Arthur Highway, San Vicente, Urdaneta City, Pangasinan
Bachelor of Secondary Education Major in Englis
Senior High School
(Year 2019-2020)
● Artacho National High School
Artacho, Sison Pangas
Secondary
(Year 2017-2018)
● Sison Central Integrated School
Sison, Pangasinan
Elementary
(Year 2012-2013)
● Sison Central Integrated School
Sison, Pangasinan

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Grammarly and Writing Competency:

Experiences and Practices of

A Research Proposal Presented to the Faculty of the Romeo

Padilla School of Education and Arts

In Partial Fulfillment of the

Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION MAJOR IN ENGLISH

This thesis/dissertation entitled “Grammarly and Writing Competency: Experiences and

examined and is recommended for acceptance and

Rodlan Alvendo, LPT. Adviser

Virgo C. Lopez, Ph.D Dr. Marlyn Quiming, RP SEA Dean

Panel Evaluator Panel Evaluator

Dr. Maelady Chua, Research Director

Education Major in English.

Dr. Marlyn Quiming

Dean, School of Education & Arts

DECLARATION OF ORIGINALITY, CONFLICT OF INTEREST AND FUNDING

used in this research have been properly acknowledged or properly cited.

provision of important data for our project.

knowledge and helping us till this research was finished.

expert knowledge to this study.

DECLARATION OF ORIGINALITY, CONFLICT OF INTEREST

AND FUNDING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

ENGLISH EDITORIAL CERTIFICATE. . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Background of the study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-8

Locale and Population. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Data Gathering Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Data Gathering Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

RESULT AND DISCUSSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15-16

CONCLUSION AND RECOMMENDATION. . . . . . . . . . . . . . . . . . . . . . . . .

A. Letter to Research adviser. . . . . . . . . . . . . . . . . . . . . . . . . .

B. Letter to the Registrar Office. . . . . . . . . . . . . . . . . . . . . . . .

D. Letter to expert validators. . . . . . . . . . . . . . . . . . . . . . . . . . .

E. Validation Form to Establish the Content Validity of the

students used Grammarly as an effective or useful software in learning and enhancement of

Background of the Study

at Polytechnic University, Philippines.

levels, time constraints, and a lack of enthusiasm, writing is a weakness. According to

numerous English teachers in Pakistan, it is challenging to teach college-level English writing

language acquisition. The four primary means of communication—speaking, reading, and

its fundamental principles (Saavedra, 2019).

recognized as a vital instructional instrument with enormous potential to improve the

advancements in educational technology is the employment of AI-powered tools, and many

employers appreciate (Pokrivcakova, 2019).

students mentioned as being useful (O'Neill & Russell, 2019 a).

feedback method to raise students' levels of metalinguistic awareness. After utilizing

suggested to L2 students as a means to increase lexical variety in their writing. According to

use of helpful color-coded feedback that is accompanied by a brief explanation and an

correction that is understandable to readers. This application provides a grammar check in

research by Ummah (2022). (synonym). Additionally, Grammarly is better at reducing

nuanced knowledge of this technical tool. 2020 (Zhang et al.)

lexical richness, syntactic complexity, or fluency.

the possibilities because of their poor linguistic understanding.

differences were discovered. Readability suffered as a result of people using more

other Automatic Writing Evaluation programs.

Apparently, R. Both Ventayen and C. According to customers of Grammarly, among its

faults in Conceptual Writing, Grammar, Punctuation, Sentence Structure, Style, and

a result of its clarity, practical recommendations, concise justifications, great grammar

Grammarly feedback had a greater positive impact on students' work.

students' self-directed learning in L2.