<![CDATA[This study aims to examine the perceptions of English Education students regarding the Grammarly application in writing instruction, based on the Technology Acceptance Model (TAM) framework. This study uses a quantitative approach with a survey design and employs a purposive sampling technique. The participants consisted of 40 fifth-semester students who had prior experience using Grammarly. Data were collected through a Google Forms questionnaire and analyzed descriptively using percentages in SPSS softwareversion 24.0. The findings indicate that students hold a positive perception of using Grammarly for writing activities, with an average score of 73.5%, falling into the "Good" category. This positive perception is primarily driven by Grammarly's ability to detect grammar, spelling, and punctuation errors, as well as its contribution to boosting students' confidence and writing quality. However, the study also identifies certain limitations, such as difficulties in understanding the feedback provided. This study provides valuable insights into the potential and limitations of Grammarly in writing instruction and highlights the crucial role of educators' support in ensuring the application's effective and optimal use.]]>
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