English Writing Experiences Assisted by Grammarly and Teacher Feedback to Learners with Different Learning Styles

Authors

DOI:

https://doi.org/10.54104/papeles.v18n35.2414

Keywords:

English writing, feedback, learning styles, Grammarly, emotions

Abstract

Introduction: Writing in English has challenges for learners of a foreign language, such as grammar, cohesion, coherence, and sentence structure. Integrating learning styles and personalized feedback into language instruction can benefit writing skills. Additionally, Grammarly offers feedback that may complement teacher feedback in English instruction. Methodology: This qualitative case study was carried out with a sample consists of ten voluntary EFL high school learners: seven males and three females; aged 16-17, and A2 proficiency. Participants practiced English writing in the summer of 2025 for 33 days. Results and discussions: The results showed that the most common learning style was individual (n=4). They wrote mainly at night. They reported positive emotions (comfort, excitement) and negative emotions (nervousness, confusion) toward Grammarly Feedback, whereas for teacher feedback only positive emotions. Participants (n=6) preferred more teacher over Grammarly feedback regarding their learning styles; they particularly valued oral explanations. Both types of feedback helped them improve their texts. The preference for teacher feedback may reflect the need for explicit explanations required in auditory learning style. Grammarly demonstrated its utility as a learning tool, but inadequate to be used alone at this proficiency level. Conclusions: Learners treated AI feedback as a learning tool while maintaining authorship of their writing. Combining Grammarly with teacher oral and written feedback is recommended for beginner EFL writers. Lastly, it is important to consider learners' affective responses when using AI feedback in foreign language instruction.

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Author Biographies

Catalina Juárez-Díaz, Benemérita Universidad Autónoma de Puebla

Catalina Juárez Díaz holds a doctorate in Education and a master's degree in Pedagogy, both from the UPAEP. She also holds a bachelor's degree in Modern Languages ​​from the BUAP. She is a professor in the Faculty of Languages ​​at BUAP. She is a member of the National System of Researchers of Mexico (SNII). Her research interests include learning styles, self-regulation and foreign language acquisition.

Montoya Guzmán, Universidad Autónoma de Occidente

Undergraduate student in Psychology with an emphasis on Educational Psychology at the Universidad Autónoma de Occidente, Los Mochis Regional Unit. Interested in child neuropsychology and mental health. Has participated in academic activities and projects related to human development.

Sánchez Salcido , Universidad Autónoma de Occidente

Adriana Sánchez Salcido is an undergraduate student in Psychology at the Universidad Autónoma de Occidente, with an interest in education and educational psychology. Focused on promoting social-emotional well-being and mental health. Participates in academic and community activities, with a focus on comprehensive development and inclusion.

Reyes Alviso , Centro de Estudios Universitarios Vizcaya de las Américas

Abdy Salem Reyes Alviso is an undergraduate student in Educational Sciences, with a strong research interest in teaching-learning processes and holistic education. I have contributed to research projects focused on educational processes.

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2026-06-03
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Juárez-Díaz, C., Montoya Guzmán, K. J., Sánchez Salcido , A., & Reyes Alviso , A. S. (2026). English Writing Experiences Assisted by Grammarly and Teacher Feedback to Learners with Different Learning Styles . Papeles, 18(35). https://doi.org/10.54104/papeles.v18n35.2414

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Vol. 18 No. 35 (2026): Volumen 18 issue 35 (january - july, 2026)

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Artículos de Investigación

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Copyright (c) 2026 CATALINA JUAREZ-DIAZ, Karime Jaziel Montoya Guzmán, Adriana Sánchez Salcido , Abdy Salem Reyes Alviso

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