<![CDATA[This study explores the subjective experiences of fourth-semester students at STAIN Mandailing Natal in navigating Grammarly-based feedback in academic writing. Using a qualitative phenomenological design, data were collected from 15 participants through semi-structured interviews, reflective journals, and document analysis. The findings reveal eight dimensions of navigation: cognitive authority conflict, blind acceptance patterns, affective euphoria, L1 interference, feedback fatigue, strategic cross-verification, the "fake score" realization, and reduced social shame. While Grammarly provides essential scaffolding within the Zone of Proximal Development, the study highlights the risks of over-reliance and the necessity for pedagogical intervention to foster critical feedback literacy. The results suggest that students' engagement with AI is a complex negotiation between technological precision and human agency.]]>
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