Abstract The iterative continuation task (ICT) requires English as a foreign language (EFL) learners to read a segment and write a continuation that aligns with the preceding segment of an English novel with successive turns, offering exposure to diverse grammatical structures and opportunities for contextualized usage. Given the importance of integrating technology into second language (L2) writing and the critical role that grammar plays in L2 writing development, automated written corrective feedback provided by Grammarly has gained significant attention. This study investigates the impact of Grammarly on grammar learning strategies, grammar grit, and grammar competence among EFL college students engaged in ICT. This study employed a mixed-methods sequential exploratory design; 56 participants were divided into an experimental group (n = 28), receiving Grammarly feedback for ICT, and a control group (n = 28), completing ICT without Grammarly feedback. Quantitative results revealed that both groups showed improvements in L2 grammar learning strategies, grit and competence. For the experimental group, significant differences were observed across all variables of L2 grammar learning strategies, grit, and competence between pre- and post-tests. For the control group, significant differences were only observed in the affective dimension of grammar learning strategies, Consistency of Interest (COI) of grammar grit, and grammar competence. However, the control group presented a significantly higher improvement in grammar competence. Qualitative analysis showed both positive and negative perceptions of Grammarly. The pedagogical implications of integrating Grammarly and ICT for L2 grammar development are discussed.
Zhan et al. (Sun,) studied this question.