The Use of AI-Powered Grammarly in Enhancing EFL Prepositions Usage

Authors

  • Alba Vargas-Saritama
  • Veronica Espinoza-Celi
  • Fernando Carrion-Robles

Keywords:

AI-powered Grammarly; EFL pre-service teachers; Feedback; Prepositions; Quasi-experimental study

Abstract

Alam, S., Amir, A., Saudi, T. T., Ahmad, F., Kralik, R., & Rasheed, T. (2026). Impact of Meta AI-generated corrective feedback in the writing classroom: Effects on L2 writing linguistic errors. World Journal of English Language, 16(3), 119–130. https://doi.org/10.5430/wjel.v16n3p119

Alhammad, R. (2023). The Acquisition of the English Spatial Prepositions: in, on, and at by Saudi EFL Students. Word, 69(2), 175–204. https://doi.org/10.1080/00437956.2023.2208897

Almashy, A., Ahmed, A. S. M. M., Jamshed, M., Ansari, M. S., Banu, S., & Warda, W. U. (2024). Analyzing The Impact of CALL Tools on English Learners’ Writing Skills: A Comparative Study of Errors Correction. World Journal of English Language, 14(6), 657–667. https://doi.org/10.5430/wjel.v14n6p657

Al-Othman, A.A.M. (2024). EFL Students Develop Cognitive and Metacognitive Self-Regulated Writing Strategies Using Automated Feedback: A Case Study. Theory and Practice in Language Studies, 14(5), 1525–1536. https://doi.org/10.17507/tpls.1405.26

Bahari, A. (2026). Evaluating the Effectiveness of AI?Driven Approaches on EFL Learners' Expository Writing Skills. TESOL Journal, 17(1), e70099. https://doi.org/10.1002/tesj.70099

Barrot, J.S. (2023). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584–607. https://doi.org/10.1080/09588221.2021.1936071

Ebadi, S., Gholami, M., & Vakili, S. (2023). Investigating the Effects of Using Grammarly in EFL writing: The Case of Articles. Computers in the Schools, 40(1), 85–105. https://doi.org/10.1080/07380569.2022.2150067

ElEbyary, K., Shabara, R., & Boraie, D. (2024). The differential role of AI-operated WCF in L2 students’ noticing of errors and its impact on writing scores. Language Testing in Asia, 14, Article 59. https://doi.org/10.1186/s40468-024-00312-1

Greenbaum, S., & Quirk, R. (1990). A Student's Grammar of the English Language. Longman.

Herda, R.K., Friatin, L.Y., Peristianto, S.V., Savitskaya, E.S., & Sain, Z.H. (2026). Fostering self-directed learning through automated written corrective feedback (AWCF): Praxis and reflection. Studies in Self-Access Learning Journal, 17(1), 76–105. https://doi.org/10.37237/170106

Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. Routledge. https://doi.org/10.4324/9780203935927

John, P., & Woll, N. (2020). Using Grammar Checkers in an ESL Context. CALICO Journal, 37(2), 169–192. https://doi.org/10.1558/cj.36523

Kitbamrung, N., & Chinokul, S. (2026). Implementing the Use of Google Translate with Grammarly to Enhance Thai Upper Secondary School Students’ English Writing Ability. LEARN Journal: Language Education and Acquisition Research Network, 19(1), 141–172. https://doi.org/10.70730/FJSR1506

Koltovskaia, S., Saeli, H., & Rahmati, P. (2026). An inquiry into Grammarly’s precision and recall: A comparative study with human annotators. Journal of Second Language Writing, 71, 101283. https://doi.org/10.1016/j.jslw.2026.101283

Lindstromberg, S. (2010). English prepositions explained (Rev. ed.). John Benjamins Publishing Company. https://doi.org/10.1075/z.157

Luo, M., Hu, X., & Zhong, C. (2025). The collaboration of AI and teacher in feedback provision and its impact on EFL learners’ argumentative writing. Education and Information Technologies, 30, 17695–17715. https://doi.org/10.1007/s10639-025-13488-7

Mekheimer, M. (2025). Generative AI-assisted feedback and EFL writing: A study on proficiency, revision frequency and writing quality. Discover Education, 4, 170. https://doi.org/10.1007/s44217-025-00602-7

Mohammadi, M., Zarrabi, M., & Kamali, J. (2023). Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation. International Journal of Language Testing, 13(1), 206–224. https://doi.org/10.22034/ijlt.2022.364072.1201

Mujeeb, N., Arfan Lodhi, M., Ali, A., Mashwani, W.K., Mostafa, S.M., & Ahmadini, A.A.H. (2026). Beyond red ink: AI feedback and ESL academic writing development in higher education. Language Testing in Asia, 16(1), Article 24. https://doi.org/10.1186/s40468-026-00442-8

Mujtaba, S.M., Reynolds, B.L., Parkash, R., & Mehar Singh, M.K. (2021). Individual and collaborative processing of written corrective feedback affects second language writing accuracy and revision. Assessing Writing, 50, Article 100566. https://doi.org/10.1016/j.asw.2021.100566

Muñoz, B.C., & Nassaji, H. (2026). The Effect of Indirect Error Correction Strategies on Complex Target Forms in Young Chilean L2 Learners. International Journal of Applied Linguistics, 36(2), 1547–1558. https://doi.org/10.1111/ijal.70007

Murtisari, E.T., Januardi, J.I., Bonar, G., & Kurniawan, D. (2025). Beyond error correction: lower-proficiency EFL learners’ engagement with Grammarly. Language Awareness, 1–25. https://doi.org/10.1080/09658416.2025.2585004

Pan, M.X., & Hu, G. (2022). Effectiveness of a CL-informed approach to English preposition acquisition by young Chinese learners. Cognitive Linguistic Studies, 9(1), 87–109. https://doi.org/10.1075/cogls.20017.pan

Poehner, M.E., & Leontjev, D. (2020). To correct or to cooperate: Mediational processes and L2 development. Language Teaching Research, 24(3), 295–316. https://doi.org/10.1177/1362168818783212

Schmidt, R.W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129

Šeškauskien?, I., & Juknevi?ien?, R. (2020). Prepositions in L2 Written English, or Why on Poses More Difficulties Than in. Nordic Journal of English Studies, 19(1), 65–96. https://doi.org/10.35360/njes.540

Shadiev, R., & Feng, Y. (2024). Using automated corrective feedback tools in language learning: A review study. Interactive Learning Environments, 32(6), 2538–2566. https://doi.org/10.1080/10494820.2022.2153145

Soori, A., Khojasteh, L., Kotamjani, S.S., & Mojarrad, S. (2026). Optimizing EFL Article Accuracy with Hybrid AI-Teacher Feedback. Language Teaching Research Quarterly, 54, 102–124. https://doi.org/10.32038/ltrq.2026.54.05

Thi, N.K., & Nikolov, M. (2022). How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL Students’ Writing. The Asia-Pacific Education Researcher, 31(6), 767–779. https://doi.org/10.1007/s40299-021-00625-2

Tyler, A., & Evans, V. (2003). The semantics of English prepositions: Spatial scenes, embodied meaning and cognition. Cambridge University Press. https://doi.org/10.1007/s42321-024-00172-1

Yawiloeng, R. (2025). Investigating EFL Students’ Writing Problems Through the Lens of Grammarly. Theory and Practice in Language Studies, 15(7), 2172–2181. https://doi.org/10.17507/tpls.1507.09

Zhai, Y. (2026). Automated written corrective feedback: fostering writing accuracy, self-regulation, and motivational dynamics in EFL learners. BMC Psychology, 14, 46. https://doi.org/10.1186/s40359-025-03765-y

Zhang, Z.J., & Murao, R. (2024). A Study on the Acquisition of English Prepositions by Japanese EFL Learners: Influence of Prototypicality, Semantic Relations, Familiarity, and L2 Proficiency. The Journal of Asia TEFL, 21(1), 90–118. https://doi.org/10.18823/asiatefl.2024.21.1.6.90

Zhao, D. (2025). The impact of teacher, peer, and automated writing evaluation feedback on developing deep writing skills: A comparative study. Journal of Computing in Higher Education. Advance online publication. https://doi.org/10.1007/s12528-025-09469-x

References

Alam, S., Amir, A., Saudi, T. T., Ahmad, F., Kralik, R., & Rasheed, T. (2026). Impact of Meta AI-generated corrective feedback in the writing classroom: Effects on L2 writing linguistic errors. World Journal of English Language, 16(3), 119–130. https://doi.org/10.5430/wjel.v16n3p119

Alhammad, R. (2023). The Acquisition of the English Spatial Prepositions: in, on, and at by Saudi EFL Students. Word, 69(2), 175–204. https://doi.org/10.1080/00437956.2023.2208897

Almashy, A., Ahmed, A. S. M. M., Jamshed, M., Ansari, M. S., Banu, S., & Warda, W. U. (2024). Analyzing The Impact of CALL Tools on English Learners’ Writing Skills: A Comparative Study of Errors Correction. World Journal of English Language, 14(6), 657–667. https://doi.org/10.5430/wjel.v14n6p657

Al-Othman, A.A.M. (2024). EFL Students Develop Cognitive and Metacognitive Self-Regulated Writing Strategies Using Automated Feedback: A Case Study. Theory and Practice in Language Studies, 14(5), 1525–1536. https://doi.org/10.17507/tpls.1405.26

Bahari, A. (2026). Evaluating the Effectiveness of AI?Driven Approaches on EFL Learners' Expository Writing Skills. TESOL Journal, 17(1), e70099. https://doi.org/10.1002/tesj.70099

Barrot, J.S. (2023). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584–607. https://doi.org/10.1080/09588221.2021.1936071

Ebadi, S., Gholami, M., & Vakili, S. (2023). Investigating the Effects of Using Grammarly in EFL writing: The Case of Articles. Computers in the Schools, 40(1), 85–105. https://doi.org/10.1080/07380569.2022.2150067

ElEbyary, K., Shabara, R., & Boraie, D. (2024). The differential role of AI-operated WCF in L2 students’ noticing of errors and its impact on writing scores. Language Testing in Asia, 14, Article 59. https://doi.org/10.1186/s40468-024-00312-1

Greenbaum, S., & Quirk, R. (1990). A Student's Grammar of the English Language. Longman.

Herda, R.K., Friatin, L.Y., Peristianto, S.V., Savitskaya, E.S., & Sain, Z.H. (2026). Fostering self-directed learning through automated written corrective feedback (AWCF): Praxis and reflection. Studies in Self-Access Learning Journal, 17(1), 76–105. https://doi.org/10.37237/170106

Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. Routledge. https://doi.org/10.4324/9780203935927

John, P., & Woll, N. (2020). Using Grammar Checkers in an ESL Context. CALICO Journal, 37(2), 169–192. https://doi.org/10.1558/cj.36523

Kitbamrung, N., & Chinokul, S. (2026). Implementing the Use of Google Translate with Grammarly to Enhance Thai Upper Secondary School Students’ English Writing Ability. LEARN Journal: Language Education and Acquisition Research Network, 19(1), 141–172. https://doi.org/10.70730/FJSR1506

Koltovskaia, S., Saeli, H., & Rahmati, P. (2026). An inquiry into Grammarly’s precision and recall: A comparative study with human annotators. Journal of Second Language Writing, 71, 101283. https://doi.org/10.1016/j.jslw.2026.101283

Lindstromberg, S. (2010). English prepositions explained (Rev. ed.). John Benjamins Publishing Company. https://doi.org/10.1075/z.157

Luo, M., Hu, X., & Zhong, C. (2025). The collaboration of AI and teacher in feedback provision and its impact on EFL learners’ argumentative writing. Education and Information Technologies, 30, 17695–17715. https://doi.org/10.1007/s10639-025-13488-7

Mekheimer, M. (2025). Generative AI-assisted feedback and EFL writing: A study on proficiency, revision frequency and writing quality. Discover Education, 4, 170. https://doi.org/10.1007/s44217-025-00602-7

Mohammadi, M., Zarrabi, M., & Kamali, J. (2023). Formative Assessment Feedback to Enhance the Writing Performance of Iranian IELTS Candidates: Blending Teacher and Automated Writing Evaluation. International Journal of Language Testing, 13(1), 206–224. https://doi.org/10.22034/ijlt.2022.364072.1201

Mujeeb, N., Arfan Lodhi, M., Ali, A., Mashwani, W.K., Mostafa, S.M., & Ahmadini, A.A.H. (2026). Beyond red ink: AI feedback and ESL academic writing development in higher education. Language Testing in Asia, 16(1), Article 24. https://doi.org/10.1186/s40468-026-00442-8

Mujtaba, S.M., Reynolds, B.L., Parkash, R., & Mehar Singh, M.K. (2021). Individual and collaborative processing of written corrective feedback affects second language writing accuracy and revision. Assessing Writing, 50, Article 100566. https://doi.org/10.1016/j.asw.2021.100566

Muñoz, B.C., & Nassaji, H. (2026). The Effect of Indirect Error Correction Strategies on Complex Target Forms in Young Chilean L2 Learners. International Journal of Applied Linguistics, 36(2), 1547–1558. https://doi.org/10.1111/ijal.70007

Murtisari, E.T., Januardi, J.I., Bonar, G., & Kurniawan, D. (2025). Beyond error correction: lower-proficiency EFL learners’ engagement with Grammarly. Language Awareness, 1–25. https://doi.org/10.1080/09658416.2025.2585004

Pan, M.X., & Hu, G. (2022). Effectiveness of a CL-informed approach to English preposition acquisition by young Chinese learners. Cognitive Linguistic Studies, 9(1), 87–109. https://doi.org/10.1075/cogls.20017.pan

Poehner, M.E., & Leontjev, D. (2020). To correct or to cooperate: Mediational processes and L2 development. Language Teaching Research, 24(3), 295–316. https://doi.org/10.1177/1362168818783212

Schmidt, R.W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129

Šeškauskien?, I., & Juknevi?ien?, R. (2020). Prepositions in L2 Written English, or Why on Poses More Difficulties Than in. Nordic Journal of English Studies, 19(1), 65–96. https://doi.org/10.35360/njes.540

Shadiev, R., & Feng, Y. (2024). Using automated corrective feedback tools in language learning: A review study. Interactive Learning Environments, 32(6), 2538–2566. https://doi.org/10.1080/10494820.2022.2153145

Soori, A., Khojasteh, L., Kotamjani, S.S., & Mojarrad, S. (2026). Optimizing EFL Article Accuracy with Hybrid AI-Teacher Feedback. Language Teaching Research Quarterly, 54, 102–124. https://doi.org/10.32038/ltrq.2026.54.05

Thi, N.K., & Nikolov, M. (2022). How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL Students’ Writing. The Asia-Pacific Education Researcher, 31(6), 767–779. https://doi.org/10.1007/s40299-021-00625-2

Tyler, A., & Evans, V. (2003). The semantics of English prepositions: Spatial scenes, embodied meaning and cognition. Cambridge University Press. https://doi.org/10.1007/s42321-024-00172-1

Yawiloeng, R. (2025). Investigating EFL Students’ Writing Problems Through the Lens of Grammarly. Theory and Practice in Language Studies, 15(7), 2172–2181. https://doi.org/10.17507/tpls.1507.09

Zhai, Y. (2026). Automated written corrective feedback: fostering writing accuracy, self-regulation, and motivational dynamics in EFL learners. BMC Psychology, 14, 46. https://doi.org/10.1186/s40359-025-03765-y

Zhang, Z.J., & Murao, R. (2024). A Study on the Acquisition of English Prepositions by Japanese EFL Learners: Influence of Prototypicality, Semantic Relations, Familiarity, and L2 Proficiency. The Journal of Asia TEFL, 21(1), 90–118. https://doi.org/10.18823/asiatefl.2024.21.1.6.90

Zhao, D. (2025). The impact of teacher, peer, and automated writing evaluation feedback on developing deep writing skills: A comparative study. Journal of Computing in Higher Education. Advance online publication. https://doi.org/10.1007/s12528-025-09469-x

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Published

2026-09-30

How to Cite

Vargas-Saritama, A. ., Espinoza-Celi, V. ., & Carrion-Robles, F. . (2026). The Use of AI-Powered Grammarly in Enhancing EFL Prepositions Usage. International Journal of Learning, Teaching and Educational Research, 25(9), 825–846. Retrieved from https://www.ijlter.myres.net/index.php/ijlter/article/view/3069

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