Abstract
Grammarly, one of the AI-powered automated writing checkers, checks EFL writers’ text, identifies inaccuracies, and provides feedback on how to correct them. Although many studies investigated and evaluated Grammarly in different contexts, a review of currently published research on using Grammarly in the Libyan context revealed a gap in the literature. Thus, this study aimed at exploring Libyan EFL student-teachers’ perceptions on utilizing Grammarly as an AI-powered automated writing checker while writing their essays and the challenges they faced while using it. Exploratory case study design was the chosen research design. The participants were 41 Libyan student-teachers taking an essay writing course. Data were collected through reflective essays and focus groups. Data were analyzed qualitatively. Findings revealed that most of the student-teachers perceived Grammarly positively and reported that it improved their grammar, spelling and mechanics, enriched their academic vocabulary, enhanced their overall writing quality, and increased their confidence. Their negative perceptions were over-reliance, Grammarly’s limited features, and the need for teacher feedback. Technical issues, subscription costs, language nuances, and dependency on technology were their challenges while using Grammarly. This study’s results open doors for further research on the impact of Grammarly on EFL writers’ writing skills.