Proceedings of the 69th TEFLIN International Conference in conjunction

with the 3rd English Education International Conference (EEIC)

September 22-23, 2023, Banda Aceh, Indonesia
ISSN: ISSN: 2527-8037

A Systematic Review of Online Grammar Checker for EFL Learners: Potential and
Limitations for English Self-Directed Learning

Dila Anggita*, Sri Sumarni, Darmahusni and Siti Drivoka Sulistyaningrum

Master Program of English Education, Faculty of Language and Art,

Universitas Negeri Jakarta, Jakarta, 13220, Indonesia

*Corresponding author: dilanggita@yahoo.com

Abstract
Due to the COVID-19 pandemic, self-learning encourages students to be able to write,
check, and revise the quality of their writing. Numerous online grammar checker
platforms are available to aid students in enhancing their writing abilities. The objective
of this research is to explore the capabilities and constraints of online grammar checkers
in assisting students in evaluating the quality of their writing. The study employed a
library research method and analyzed 14 articles published within the past six years
(2016-2022). The articles were taken from national and international journals.
Researchers analyzed the data by comparing and interpreting data from the title, year,
results, and country of study. The results showed that online grammar checkers have
significant potential to support EFL learners’ self-directed learning of English. However,
the review also acknowledges the limitations of these tools, such as their inability to
detect specific errors or the need for premium versions to access advanced features.
Therefore, online grammar checkers cannot be said to be able to replace the teacher‘s
role in providing feedback due to the limitations of the application, especially for free
users.

Keywords: Online grammar checker, potential and limitation, self-directed learning.

INTRODUCTION
In today‘s digital age, online resources have become integral to language learning,
offering a wide range of tools and platforms to support self-directed learning. One such
tool is the online grammar checker, which holds immense potential for learners of
English as a Foreign Language (EFL). There are many English online grammar checkers,
such as Grammarly, Ginger, Hemingway, Quillbot, ProWritingAid, and others. These
tools can assist EFL learners in detecting and rectifying grammatical, spelling, and
punctuation errors in their written work. Additionally, they offer immediate feedback
and advanced recommendations to enhance writing skills progressively.

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A Systematic Review of Online Grammar Checker for EFL Learners: Potential and Limitations for English Self-Directed Learning (Dila
Anggita, Sri Sumarni, Darmahusni and Siti Drivoka Sulistyaningrum)

By leveraging the capabilities of these grammar checkers, learners can enhance

their language skills, receive instant feedback, and improve their writing proficiency.
However, it is essential to note that online grammar checkers are imperfect and may
not catch all errors, especially if the topic is complex or specialized. They may also miss
some context-specific or idiomatic expressions. Additionally, grammar checkers may
provide suggestions that are not always accurate or appropriate, and they may not be
able to detect errors in the overall structure or coherence of a text.
Online Grammar Checker supports the ideologies of technological education by
utilizing advanced technology to enhance learning and improve educational outcomes.
These tools use artificial intelligence and deep learning to understand the context of the
writing and provide feedback on grammar and spelling errors (Nazari et al., 2021). Hao
and Hao (2020) stated that these tools align with technological education principles,
which emphasize technology to enhance learning and improve educational outcomes.
Moreover, by offering instant feedback on written work, online grammar checkers can
support students in developing greater self-reliance in their learning process. This aligns
with the principles of self-directed learning, emphasizing the importance of learners
taking primary charge of planning, continuing, and evaluating their learning experiences
(Perdana & Farida, 2019).
Previous studies have investigated the utilization of online grammar checkers
among learners of English as a Second Language (ESL). Perdana and Farida (2019)
discovered that employing online grammar evaluation tools in English writing
contributed to enhancing writing abilities among ESL learners. However, Pratama (2021)
highlighted the limitations and challenges of online grammar checkers, such as their
inability to catch all errors or nuances in a text, especially if the topic is complex or
specialized. Yang (2018) examined the effectiveness of online grammar checkers in
enhancing the writing proficiency of EFL learners and obtained varied outcomes.
Additional research is required to investigate the possibilities of online grammar
checkers for EFL learners and to determine their constraints in facilitating self-directed
learning.
In conclusion, Online Grammar Checker supports the ideologies of technological
education by utilizing advanced technology to enhance learning and improve
educational outcomes. These tools align with the principles of technological education,
which emphasizes the use of technology to enhance learning and improve educational
outcomes. Additionally, online grammar checkers can help students become more
independent, aligning with self-directed learning principles. However, it is essential to
understand both the potential benefits and limitations of online grammar checkers in
the context of self-directed English learning.

METHODOLOGY
This research used a qualitative approach with a library research method.
According to George (2008), library research is a research method that involves
gathering data by studying and comprehending information closely related to the
research problem from sources such as theories, journals, articles, books, and other
credible references. To conduct a systematic review of the potential and limitations of
online grammar checkers for EFL learners in self-directed learning, a comprehensive
search of relevant databases such as Google Scholar, Crossref, and Web of Science will
be conducted. The search will include keywords such as ‘online grammar checker,‘ ‘EFL

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Proceedings of the 69th TEFLIN International Conference in conjunction with the 3rd English Education International Conference (EEIC)
September 22-23, 2023, Banda Aceh, Indonesia

learners,‘ ‘self-directed learning,‘ ‘potential’, and ‘limitations.’ The data to be analyzed

will comprise studies published in peer-reviewed journals within the past six years
(2016-2022), specifically examining the utilization of online grammar checkers for EFL
learners in the context of self-directed learning. The systematic review will provide a
comprehensive overview of the potential and limitations of online grammar checkers
for EFL learners in self-directed learning.

FINDINGS AND DISCUSSION

In this section, the researcher has reviewed 14 articles that draw some relevant
findings and discussion from the result of the review.

Table 1. The comparison of the title.

Articles Titles
Article 1 Effectiveness of online grammar checker to improve secondary students’
English narrative essay writing (Jayavalan et al., 2018)
Article 2 EFL Students’ Perception of the Use of Grammarly Application in Writing
Class (Hakiki, 2021)
Article 3 Students’ Perception of the Use of Grammarly in Undergraduate Thesis
Writing (Fitria et al., 2022)
Article 4 The Importance of Getting Automated Grammar Feedback via Grammarly,
for Increasing Students‘ English Language Proficiency (Soegiyarto et al.,
2022)
Article 5 Grammarly as a Tool to Enhance Students‘ Self-Directed Learning (Halim et
al., 2022)
Article 6 Evaluating the performance of different grammar-checking tools (Sahu et
al., 2020)
Article 7 Grammarly as a Teachers’ Alternative in Evaluating Non-EFL Students’
Writings (Fitria, 2021)
Article 8 You want me to check your grammar again? The usefulness of an online
grammar checker as perceived by students (Cavaleri & Dianati, 2016)
Article 9 Students’ Perception towards the Use of Grammarly in English Writing Skill
of Fourth Semester English Education Department at UINSI Samarinda in the
Academic Year 2021/2022 (Oktaviani et al., 2023)
Article 10 Online Grammar Checkers and Their Use for EFL Writing (Perdana & Farida,
2019)
Article 11 The Investigation of Using Grammarly as Online Grammar Checker in The
Process of Writing (Pratama, 2021)
Article 12 Applying Grammarly as an Online Grammar Checker Tool to Enhance
Writing Skills for English-Major Students (Vo & Nguyen, … )
Article 13 The Use of Grammarly Tools to Enrich Student’s Writing Ability (Maulidina &
Wibowo 2022)
Article 14 Grammarly Vs. Face-To-Face Tutoring at the Writing Center: ESL Student
Writers’ Perceptions (Zhang et al., 2020)

Based on the titles, we can see that the articles focus on various aspects of using
Grammarly or online grammar checkers, including their effectiveness in improving
specific writing skills, students‘ perceptions of using Grammarly, its role in self-directed
learning, evaluating its performance, and comparing it with other forms of writing
assistance like face-to-face tutoring. The articles also explore using Grammarly in
different educational contexts, such as secondary schools, undergraduate thesis
writing, EFL writing classes, and English education departments.

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A Systematic Review of Online Grammar Checker for EFL Learners: Potential and Limitations for English Self-Directed Learning (Dila
Anggita, Sri Sumarni, Darmahusni and Siti Drivoka Sulistyaningrum)

Table 2. The comparison of year publisher.

Articles Year of Publication
Article 1 2018
Article 2 2021
Article 3 2022
Article 4 2022
Article 5 2022
Article 6 2020
Article 7 2021
Article 8 2016
Article 9 2022
Article 10 2019
Article 11 2020
Article 12 2021
Article 13 2022
Article 14 2020

Based on the updated information presented in Table 2, which presents a

comparison of the publication years for each article, we can provide the following
description. The articles included in this dataset were published across various years,
specifically from 2016 to 2022. A significant portion of the articles were published in
2020, 2021, and 2022, suggesting a recent emphasis on online grammar checkers for
EFL learners. This indicates a current and ongoing interest in exploring the use of these
tools in language learning. The earliest article in the data set was published in 2016,
while the most recent article was published in 2022. Figure 1 visualizes the distribution
of publication years.

Comparison of Publication Year

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4
2
0
2016 2018 2019 2020 2021 2022

Number of articles

Figure 1. The comparison of publication year.

This bar chart illustrates the number of articles published each year, visually
representing the distribution. The chart shows that the years 2020, 2021, and 2022
have the highest number of publications, indicating an increased interest in the topic
during this period.

Table 3. The comparison of results.

Articles Article Results
Article 1 The results of this research indicate that online grammar checkers can assist

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Proceedings of the 69th TEFLIN International Conference in conjunction with the 3rd English Education International Conference (EEIC)
September 22-23, 2023, Banda Aceh, Indonesia

students’ in writing narratives in Malaysia Public secondary schools. The

average score obtained showed differences in which, after using the online
grammar checker, has a higher score. This proves that the online grammar
checker played a significant role in increasing narrative writing among
students and increasing the students’ awareness of grammatical aspects.
Article 2 The findings of this study provide evidence that Grammarly is effective in
assisting fifth-semester students with checking their essay writing. These
students highly perceived Grammarly, highlighting its user-friendliness,
helpful feedback, clear explanations, reliable grammar accuracy, and prompt
error corrections. Additionally, using Grammarly enables students to
autonomously enhance their understanding of English grammar rules.
Article 3 This research showed that Grammarly could assist students in writing their
thesis. Grammarly offers benefits such as providing clear and
understandable feedback, conducting grammar checks swiftly, and
incorporating features that support students.
This research found the weaknesses of Grammarly, where this checker
application cannot detect tenses thoroughly and accurately, the feedback
provided cannot be downloaded, and there are differences in features
between free and premium users.
Article 4 The findings indicated that Grammarly assisted them in constructing English
sentences, acquiring grammar rules, and enhancing their overall writing
proficiency. Some respondents are satisfied with using Grammarly to form
and correct sentences. However, to get a better suggestion, respondents
must pay to upgrade to become premium users. This included the provision
of sentence rewrites with a focus on clarity, tone adjustments, plagiarism
detection, word choice suggestions, formality level improvements, fluency
enhancements, and additional advanced recommendations.
Article 5 The study described in Article 5 found that Grammarly contributes to
enhancing self-directed learning by increasing students’ awareness of the
writing process through its utilization.
Article 6 The researcher in Article 6 evaluated the performance of an online grammar
checker. The results revealed that Grammarly achieved the highest overall
accuracy, particularly in detecting spelling and syntax errors. However, no
other application performed well in identifying semantic errors, particularly
word choice errors. Similarly, no app demonstrated strong performance in
detecting Sentence Structure errors, with Ginger and After the Deadline
failing to correct any such errors. LanguageTool was found to have the
highest accuracy overall. In terms of punctuation errors, ProWritingAid
demonstrated the highest accuracy.
Article 7 The findings demonstrate that Grammarly is beneficial for teachers in
correcting the writing of non-EFL students. Grammarly automatically
examines and identifies the typed content based on various relevant factors.
Grammarly‘s reports reveal a variety of writing errors made by students,
encompassing both correctness and clarity. Furthermore, punctuation errors
manifest through the improper utilization of punctuation marks in
compound or complex sentences, the misplacement of commas within
clauses, and incorrect formatting.
Article 8 The results prove that Grammarly improves students’ writing and makes
students understand more about grammar rules. Students have a positive
perception of Grammarly and find it helpful and user-friendly.
Article 9 The results indicated that students believe in the effectiveness of
Grammarly in enhancing their writing skills. It assists them in identifying and
correcting grammar errors, spelling mistakes, and punctuation issues and
improving their writing style. The feedback provided by Grammarly, both
direct and indirect, is easily understandable, thereby saving time during the
writing process. However, Grammarly cannot detect tenses used for free
users. Thus, students have to pay for the premium features.

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A Systematic Review of Online Grammar Checker for EFL Learners: Potential and Limitations for English Self-Directed Learning (Dila
Anggita, Sri Sumarni, Darmahusni and Siti Drivoka Sulistyaningrum)

Article 10 The results considered that an online grammar checker is a solution to help
students and teachers improve their writing. It can save their time during
the writing process, especially in editing and revising. The users can get
quick and straightforward feedback and corrections about their writing.
Nevertheless, online grammar checker tools have some limitations in
detecting all mistakes and improving all elements of writing.
Article 11 It serves as a helpful tool for students to check their grammar, punctuation,
and spelling, providing them with easily accessible feedback. However,
Grammarly does have certain drawbacks, such as its dependency on a stable
internet connection and occasional inaccuracies in the results.
Article 12 The results indicate that Grammarly plays a role in students’ writing process.
This supports self-correction, which students can do easily.
Article 13 The findings showed that Grammarly can improve students’ writing abilities.
This is shown by the change in the percentage of cycles one and two scores
on implementing Grammarly in writing class.
Article 14 The data analysis showed that: 1) the participants recognized the benefits
and limitations of both services; 2) the participants used Grammarly more
often than visiting the writing center, but they utilized face-to-face tutoring
for a broader range of purposes compared to Grammarly; 3) the participants
followed a both/and approach toward these two writing resources and used
them to fulfill different needs in different situations.

Based on the data provided in Table 3, which compares the results and findings of
different articles, here is a comparison description. The articles in this dataset present
various findings regarding the effectiveness and perception of using Grammarly or
online grammar checkers for writing improvement. In general, most of the articles
emphasize the favorable influence of online grammar checkers on students’ writing
abilities while acknowledging certain limitations and weaknesses.
Some articles emphasize the positive outcomes of using Grammarly or online
grammar checkers. They indicate that these tools can assist students in improving their
narrative writing, essay writing, thesis writing, and overall writing performance. The
findings show that Grammarly provides helpful feedback, easy-to-understand
explanations, and accurate grammar corrections. Students appreciate the ease of use
and the ability to learn English grammar rules independently. Grammarly is also a
valuable resource for self-directed learning, helping students become more aware of
the writing process.
However, a few articles point out specific weaknesses and limitations of Grammarly
and online grammar checkers. These include the inability to detect tenses thoroughly
and accurately, differences in features between free and premium users, and
challenges in identifying semantic and sentence structure errors. Certain participants
note the necessity of upgrading to the premium edition for enhanced suggestions and
advanced functionalities such as sentence revisions, tone modifications, plagiarism
detection, vocabulary selection, and formality level.
Despite these limitations, the majority of articles conclude that Grammarly and
online grammar checkers have a positive impact on students’ writing. They improve
students’ understanding of grammar rules, help with sentence formation and
correction, and enhance overall writing abilities. Students find these tools helpful, and
easy to use, and they appreciate the time-saving benefits they offer during the writing
process, particularly in the editing and revising stages.
It is worth noting that a couple of articles mention some negative aspects of
Grammarly, such as the requirement of an unstable internet connection and occasional

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Proceedings of the 69th TEFLIN International Conference in conjunction with the 3rd English Education International Conference (EEIC)
September 22-23, 2023, Banda Aceh, Indonesia

inaccuracies in the results. However, these findings are balanced with the overall
positive perception of the tool‘s benefits. Overall, the findings from these articles
suggest that Grammarly and online grammar checkers have the potential to support
students in improving their writing skills by providing valuable feedback, enhancing
grammar knowledge, and facilitating self-correction. While there are limitations to
these tools, they are generally regarded as beneficial resources for both students and
teachers in the writing process.

Table 4. The comparison from the country.

Articles Countries
Article 1 Malaysia
Article 2 Indonesia
Article 3 Indonesia
Article 4 Indonesia
Article 5 Indonesia
Article 6 India
Article 7 Indonesia
Article 8 Australia
Article 9 Indonesia
Article 10 Indonesia
Article 11 Indonesia
Article 12 Vietnam
Article 13 Indonesia
Article 14 Pennsylvania

Based on the data provided in Table 4, which compares the countries associated
with each article, here is a comparison description. The articles in this data set are
conducted in various countries, predominantly in Indonesia, with a few from other
countries. The distribution of articles indicates a strong focus on the Indonesian
context, reflecting the interest in exploring the use of Grammarly and online grammar
checkers within the Indonesian education system.
Indonesia is the most represented country in this data set, with six of the fourteen
articles conducted in Indonesian educational settings. These articles investigate the
perception, effectiveness, and limitations of using Grammarly or online grammar
checkers among Indonesian students. They provide insights into how these tools can
enhance writing skills in the Indonesian context. Malaysia is the country associated with
Article 1, which examines the effectiveness of an online grammar checker in improving
narrative writing among secondary students in Malaysian public schools. This article
provides valuable insights specific to the Malaysian education system and compares the
findings from Indonesian studies. India is represented by Article 6, which evaluates the
performance of different grammar-checking tools. While this article focuses not solely
on Grammarly, it provides a broader perspective on the performance of various
grammar-checking tools, including Grammarly, in the Indian context.
Then, Australia is associated with Article 8, which investigates the usefulness of an
online grammar checker as students perceive it. This article provides insights into how
Australian students perceive and utilize Grammarly, offering a perspective outside the
Southeast Asian region. Vietnam is associated with Article 12, which applies Grammarly
as an online grammar checker tool to enhance writing skills for English-major students.
This article explores the application of Grammarly within the Vietnamese educational
context and its impact on students’ writing abilities. Lastly, Article 14 is conducted in

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A Systematic Review of Online Grammar Checker for EFL Learners: Potential and Limitations for English Self-Directed Learning (Dila
Anggita, Sri Sumarni, Darmahusni and Siti Drivoka Sulistyaningrum)

Pennsylvania, indicating a study conducted in the United States. While the specifics of
the study are not provided, it offers a perspective from a different educational system
and cultural context.
In summary, most of the articles in this dataset focus on the Indonesian context,
highlighting the interest in exploring the use of Grammarly and online grammar
checkers within Indonesian education. However, there are also articles from other
countries, such as Malaysia, India, Australia, Vietnam, and the United States, providing
diverse perspectives on the use and effectiveness of these tools in different educational
settings.

CONCLUSION
After conducting a systematic review of the potential and limitations of online
grammar checkers for English as a Foreign Language (EFL) learners in the context of self-
directed learning, several key conclusions can be drawn from the analyzed studies.
1. Potential for English Self-Directed Learning: The systematic review reveals that
online grammar checkers have significant potential in supporting EFL learners’ self-
directed learning of English. These tools offer learners a convenient and accessible
means to improve their grammar skills independently. The studies consistently
show that EFL learners perceive online grammar checkers as helpful tools for
identifying and correcting grammatical errors in their writing. These tools’ instant
feedback and explanations enable learners to understand and learn from their
mistakes, thereby promoting self-directed learning.
2. Improvement in Grammar Accuracy: The findings of the systematic review
demonstrate that online grammar checkers contribute to the enhancement of EFL
learners’ grammar accuracy. The use of these tools leads to a reduction in
grammatical errors in learners’ written work. By highlighting and suggesting
corrections for errors related to grammar, syntax, and punctuation, online
grammar checkers assist learners in producing more accurate and polished English
writing.
3. Facilitation of Self-Directed Learning: The systematic review suggests that online
grammar checkers facilitate EFL learners’ self-directed learning. These tools
empower learners to take ownership of their language learning process by enabling
them to identify and rectify their grammatical errors. The immediate feedback
provided by online grammar checkers encourages learners to reflect on their
writing and make necessary revisions independently. This self-directed learning
approach fosters EFL learners’ autonomy, self-confidence, and metacognitive
awareness.
4. Limitations and Challenges: Despite their potential benefits, the systematic review
identifies certain limitations and challenges associated with online grammar
checkers for EFL learners. One limitation is that these tools primarily focus on
surface-level grammatical errors and may not provide comprehensive feedback on
higher-order writing concerns such as content organization, coherence, and clarity.
Additionally, the accuracy and reliability of online grammar checkers can vary, and
they may not always detect subtle or context-dependent errors accurately.
Moreover, online grammar checkers may not fully account for EFL learners’ diverse
language backgrounds and unique linguistic needs, leading to potential limitations
in their applicability and effectiveness.

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Proceedings of the 69th TEFLIN International Conference in conjunction with the 3rd English Education International Conference (EEIC)
September 22-23, 2023, Banda Aceh, Indonesia

In conclusion, the systematic review underscores the potential of online grammar

checkers as valuable tools for EFL learners engaging in self-directed learning of English.
These tools offer immediate feedback, promote grammar accuracy, and facilitate
learner autonomy. However, it is crucial to recognize the limitations and challenges
associated with these tools and foster learner awareness and metacognitive skills for
practical use. By leveraging the potential of online grammar checkers while addressing
their limitations, teachers and learners can harness the benefits of technology to
enhance EFL learning and promote self-directed language proficiency.

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