<![CDATA[This study investigates the experiences of English as a Foreign Language (EFL) students in using Grammarly to support academic writing. The purpose of this research was to understand how students interact with the tool, the challenges they face, and the strategies they apply when responding to automated feedback. A case study was used, involving semi-structured interviews with five fifth-semester English education students from a university in Pekalongan. Thematic analysis was used to identify patterns in the participants’ experiences. The findings revealed that Grammarly played a supportive role in students’ writing by increasing awareness of grammatical errors, improving clarity, boosting confidence, and making the revision process more efficient. However, students also reported negative experiences, such as over-dependence on the tool, difficulty understanding technical explanations, mismatches between suggestions and intended meaning, internet-related issues, and doubts about feedback accuracy. To manage these challenges, students applied coping strategies including self-editing prior to using Grammarly, seeking clarification from other sources, critically evaluating suggestions, handling technical limitations, and verifying corrections with academic references. The study concludes that Grammarly is most effective when used as a complementary tool that promotes reflection, critical thinking, and active decision-making, rather than as a replacement for learners’ own linguistic knowledge.]]>
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