Teachers' and Learners' Views on Using Grammar Rules to Improve Writing for English Language Learners

Writing skills are essential for English as a Foreign Language (EFL) learners, yet many face difficulties in writing due to grammar, punctuation, and vocabulary issues. The integration of technology, particularly tools like Grammarly, is increasingly recognized for its potential to assist students in overcoming these writing challenges. Previous research shows that such tools can improve grammatical accuracy and writing style, but their effectiveness remains debated. While studies have explored the impact of technology in language learning, there is limited research on how specific tools like Grammarly influence the writing skills of EFL learners, particularly from both teachers' and students' perspectives. This study aimed to explore the perceptions of teachers and students regarding the use of Grammarly to improve academic writing in an EFL context. The findings revealed that both teachers and students had positive perceptions of Grammarly. Teachers noted improvements in spelling, writing style, and time efficiency, while students appreciated the tool's ability to enhance their academic writing skills. This study contributes to the body of knowledge by examining the use of Grammarly specifically in the context of EFL education in Iraq, filling a gap in the current literature. The results suggest that Grammarly can be a valuable tool for both teachers and students in improving writing quality, and its integration into EFL classrooms should be encouraged.