Despite the growing evidence of the impact of automated written corrective feedback on writing accuracy, research on second language learners’ attitudes about Grammarly’s feedback integration from a learning to write perspective is still limited. To address this issue, the present study aimed to examine the efficacy of integrating Grammarly on the accuracy of written essays. It also investigated the participants’ attitudes towards its impact on accuracy, autonomy and interaction. The descriptive research design was implemented, and data collection methods included Grammarly reports and a survey. The sample consisted of 34 foundation year students learning English at a language institute at a university in Saudi Arabia. The findings indicated a significant improvement in the writing accuracy attributed to Grammarly’s feedback integration. In addition, the participants demonstrated overall positive attitudes towards their engagement with Grammarly’s feedback and its impact on accuracy, autonomy and interaction. The implications for writing researchers and practitioners are discussed.

Keywords: Automated writing evaluation, automated written corrective feedback (AWCF), student engagement, dialogic Learning, grammarly, EFL writing.