<![CDATA[This study investigates Indonesian pre-service teachers’ acceptance of Grammarly as an Automated Writing Evaluation (AWE) tool in academic writing. Despite the increasing integration of AWE technologies in higher education, limited research has examined how Indonesian EFL pre-service teachers perceive and accept such tools in academic writing. Employing a qualitative case study design, this study involved two female pre-service EFL teachers who had prior experience using Grammarly in academic writing courses. Data were collected through semi-structured interviews and analyzed using thematic analysis informed by the Technology Acceptance Model (TAM). The findings indicate that Grammarly is generally perceived as a useful and accessible tool that supports grammatical accuracy and enhances students’ confidence in academic writing. Participants also reported that Grammarly provides immediate feedback that facilitates the revision process and raises awareness of language use. However, concerns emerged regarding the reliability of automated feedback and the potential risk of over-reliance on the system. The study highlights both the opportunities and limitations of integrating AWE tools in EFL writing instruction and suggests that Grammarly should be used as a supportive resource rather than a replacement for teacher feedback.]]>
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