Integrating self-directed learning in facilitating writers engagement through Grammarly: Exploring the perceptions of premium users

Fajriyah Novi Wardatin, Slamet Setiawan, Ali Mustofa, Him’mawan Adi Nugroho


This present study sought to explore the writers’ perceptions toward the use of Grammarly. It also concerned the challenges they might be faced while utilizing the features provided by the system. The descriptive analysis was elaborated with supporting the statistic data from a 6-point Likert scale questionnaire, including the needs of Grammarly use in connection with its advantages and practicality, and also covered three dimensions of self-directed learning, such as self-management, motivation, and self-monitoring. The respondents were twenty-three male and female writers who have experienced subscribing as a premium users. To get a comprehensive investigation, the respondents were required to perceive their views in the form of short comments of open-ended questions. Although most writers viewed positive responses towards the use of Grammarly, two main problems faced during the use of Grammarly were covered on technical issues and un maximum usage of particular features. Interestingly, the writers also considered that the role of teachers could not be replaced despite all the growing technological sophistication and implementation of self-learning, which is currently becoming a relatively dominant need in terms of learning independently.


DOI: 10.26905/enjourme.v7i1.6849


Self-directed learning, writing skill, Grammarly, premium users

Full Text:



Bailey, D., & Lee, A. R. (2020). An exploratory study of Grammarly in the language learning context: An analysis of test-based, textbook-based and Facebook Corpora. TESOL International Journal, 15(2), 4–27.

Barrot, J. S. (2020). Integrating technology into ESL/EFL Writing through Grammarly. RELC Journal, 1–5.

Bhandari, B., Chopra, D., & Singh, K. (2020). Self-directed learning: Assessment of students’ abilities and their perspective. Advances in Physiology Education, 44(3), 383–386.

Bosch, C., & Goede, R. (2019). Self-directed learning: A conceptual overview (Vol. 1).

Brandt, W. (2020). Measuring student success skills: A review of the literature on Self-directed Learning. National Center for the Improvement of Educational Assessment.

Bush, J. C. (2020). Using screencasting to give feedback for academic writing. Innovation in Language Learning and Teaching, 15(5), 473–486.

Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us?. Teaching in higher education, 6(4), 505-518.

Dizon, G., & Gayed, J. M. (2021). Examining the impact of Grammarly on the quality of mobile L2 Writing. JALT CALL Journal, 17(2), 74–92.

Fahmi, M. A., & Cahyono, B. Y. (2021). EFL students’ perception on the use of Grammarly and teacher feedback. JEES (Journal of English Educators Society), 6(1), 18–25.

Francis, H. (2017). The role of technology in self-directed learning. December.

Garrison, D. R. (2014). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33.

Ghufron, M. A., & Rosyida, F. (2018). The role of Grammarly in assessing English as a Foreign Language (EFL) Writing. Lingua Cultura, 12(4), 395.

Grammarly. (2020). FAQ | Grammar check. Retrieved from

Jiao, L. J. (2005). Promoting EFL learner autonomy. Sino-US English Teaching, 2(5), 27-30.

Karyuatri, L., Rizqan, M., & Darayani, N. (2018). Grammarly as a tool to improve students’ Writing quality: Free online-proofreader across the boundaries. JSSH (Jurnal Sains Sosial Dan Humaniora), 2(1), 83.

Khiat, H. (2017). Academic performance and the practice of self-directed learning: The adult student perspective. Journal of Further and Higher Education, 41(1), 44–59.

Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Follet Publishing Company Chicago.

Ko, H. (2018). Self-directed learning and English proficiency by Korean learners. English Teaching, 73(1), 49–69.

Koltovskaia, S. (2020). Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study. Assessing Writing, 44(September 2019), 100450.

Lee, C., Yeung, A. S., & Ip, T. (2017). University English language learners’ readiness to use computer technology for self-directed learning. System, 67, 99–110.

Mahlaba, S. C. (2020). Reasons why self-directed learning is important in South African during the COVID-19 pandemic. South African Journal of Higher Education, 34(6), 120–136.

Mentz, E., Bailey, R., Bosch, C., Breed, B., Bunt, B. J., Chigona, W., De Beer, J., de Lange, M., du Toit-Brits, C., Geduld, B., Grosser, M., Jagals, D., Laubscher, D., Mdakane, M., Petersen, N., Sekano, K. G., Uys, W. F., van Zyl, S., & Verster, M. (2020). Self-directed learning research and its impact on educational practicenull (Vol. 3).

Verster, M. (2020). Self-directed learning research and its impact on educational practicenull (Vol. 3).

Moradi, H. (2018). Self-directed learning in language teaching-learning processes. 8(2007), 59–64.

Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65(4), 633–653.

Nova, M. (2018). Utilizing Grammarly in evaluating academic Writing: A narrative research on EFL students’ experience. Premise: Journal of English Education, 7(1), 80.

O’Neill, R., & Russell, A. M. T. (2019). Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly. Australasian Journal of Educational Technology, 35(1), 42–56.

Pratama, Y. D. (2020). The investigation of using Grammarly as online Grammar checker in the process of Writing. English Ideas: Journal of English Language Education, 1(1), 46–54.

Ramadhani, Y. R., Safriyani, R., Siregar, R. K., Tambunan, E. E., & Harputra, Y. (2020). Investigating the influence of self-directed E-learning toward students’ academic Writing ability. 434(Iconelt 2019), 143–147.

Schwienhorst, K. (2012). Learner autonomy and CALL environments. Routledge.

Silamut, A. acha, & Petsangsri, S. (2020). Self-directed learning with knowledge management model to enhance digital literacy abilities. Education and Information Technologies, 25(6), 4797–4815.

Smith, K. (2017). Teachers as self-directed learners: Active positioning through professional learning. In Self-Study of Teaching and Teacher Education Practices.

Tu, I. J. (2021). Developing self-directed learning strategies through creative writing: Three case studies of snowball writing practice in a college Chinese language classroom. Thinking Skills and Creativity, 41(April), 1–11.

Ventayen, R. J. M., & Orlanda-Ventayen, C. C. (2018). Graduate students’ perspective on the usability of Grammarly® in one ASEAN state university. Asian ESP Journal, 14(7), 9–30.

Wedell, M. (2009). Innvation in ELT. ELT Journal, 63(4), 397–399.

Zhang, J., Ozer, H. ., & Bayazeed, R. (2020). Grammarly Vs face-to-face tutoring at the Writing center: ESL students writers’ perceptions. 17(2).



  • There are currently no refbacks.

EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English
D3 English Program University of Merdeka Malang




Jl. Terusan Halimun 11B Malang, 65146, East Java, Indonesia

StatCounter - Free Web Tracker and Counter View My Stats




This work is licensed under a Creative Commons Atrribution-NonCommercial-NoDerivatives 4.0 International License.