Supporting Independent Writers: How Grammarly Shapes Learner Autonomy and Writing Performance in the Ecuadorian Foreign Language Context

Abstract

This mixed-methods study examines Grammarly's impact on learner autonomy and writing performance among Ecuadorian undergraduate English as a foreign language (EFL) students. The research involved 106 participants from a public Ecuadorian university. Data collection incorporated multiple instruments: a learner autonomy survey, pre-and post-intervention writing assignments, and semi-structured interviews. Quantitative and qualitative analyses revealed two key findings: first, students demonstrated significant improvements in writing performance between preand post-intervention tasks; second, Grammarly had a modest but statistically significant positive effect on students' perceived learning autonomy. While existing literature explores technology's role in language learning, research specifically examining Grammarly's dual influence on autonomy and writing development remains limited. This study addresses this gap by providing empirical evidence of how artificial intelligence (AI)-powered writing tools can simultaneously support independent learning and writing skill development in EFL contexts.