<![CDATA[This study investigates the efficacy of Grammarly, an automated writing assistance tool, in enhancing the writing proficiency of EFL students at UINSI Samarinda. Fifty third-semester students participated and were divided into two groups: an experimental group receiving instruction supplemented by Grammarly and a control group following conventional writing instruction without technological support. The analysis employed a quasi-experimental design comparing growth scores, defined as the difference between pre-test and post-test scores for each student. Both groups showed normal distribution (Shapiro-Wilk, p > 0.05) and homogeneity of variances for pre- and post-test scores (Levene’s test, p > 0.05), except for the improvement scores, which violated homogeneity (p = 0.000). The Grammarly-assisted group improved significantly more (pre-test M = 59.48, post-test M = 84.16) than the control group (pre-test M = 56.28, post-test M = 65.28), with a mean improvement difference of 15.68 points (t = -9.847, p = 0.000). The effect size was small to moderate (Cohen’s d ≈ 0.34). These findings suggest that Grammarly provides effective support in developing EFL writing skills and underscore the need for further research on student perceptions of digital writing tools in language education.]]>
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