Abstract
Unquestionably, writing is a crucial productive skill in language learning, for which students require ongoing advice to improve. In this study, the researchers analyze Arab students’ attitudes toward Grammarly deployment in the EFL academic writing skills classes. This study used a descriptive approach, surveying (50) and interviewing (10) EFL academic writing students from the English Department at a university. A survey questionnaire and semi-structured interviews were utilized in this study. The study findings reveal that students perceive Grammarly as a valuable tool for improving various aspects of their academic writing. In addition, the content analysis of the semi-structured interviews identified challenges encountered by students during deployment, such as issues with device compatibility and overreliance on Grammarly suggestions regarding vocabulary, grammar, and syntax, among others. This study also makes pedagogical recommendations for further investigations into Grammarly's efficiency and students' attitudes toward this AI tool.
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