Hanif Muti Aruna, K2220038. Supervisor: Teguh Sarosa S.S, M.Hum, EXPLORING STUDENTS’ EXPERIENCE OF AUTOMATED WRITTEN CORRECTIVE FEEDBACK (AWCF) PROVIDED BY GRAMMARLY IN EFL WRITING CLASS: A NARRATIVE INQUIRY.  Thesis, Teacher Training and Education Faculty of Universitas Sebelas Maret, June 2024

One of the challenges in students’ writing is grammatical errors. Automated written corrective feedback is one of the solutions to provide feedback for correcting grammar errors in writing. This study explores students' experience regarding Automated Written Corrective Feedback (AWCF) provided by Grammarly in an EFL  writing class. The objectives of this study are: (1) to identify students’ experience of the automated written corrective feedback provided by Grammarly in EFL writing class, (2) to identify students’ responses to Grammarly feedback when they receive the feedback, and (3) to identify students’ knowledge of the type of grammar errors when they receive feedback. The study was conducted at one of the universities in Surakarta. The participants of the study were three EFL undergraduate students who had joined an Academic Writing class. This study applied the narrative inquiry method and gathered the data through a narrative frame, semi-structured interviews, and artifacts. This study used thematic analysis to analyze the data.

The results of this study show that the first, (1) Students perceive that Grammarly is an accessible application, easy to use, useful, and improves the students’ writing, especially in grammar and mechanics (2) Grammarly does not always give appropriate feedback and Grammarly has some features that must subscribe to Grammarly premium. The second, (1) the students accepted the feedback from Grammarly and (2) the students paid attention to the feedback because the students wanted to proofread the feedback to their writing. The last, the students know the types of grammar errors to confirm the errors they make.