Abstract:
Writing academically can be unwelcome and challenging for some learners. Thanks to the contributions of technology, several applications featured by artificial intelligence have emerged to assist students in performing their writing tasks, including Grammarly and QuillBot. For that, this research is conducted to investigate EFL learners’ writing performance using the aforementioned application. It aims to confirm the effectiveness of these applications in enhancing EFL learners’ writing performance. To achieve this aim, a
descriptive method with a qualitative approach was employed to analyze the collected data
that arose from a questionnaire which targeted forty-six Third Year students and seven teachers, at the English Department of Ghardaia University. The results showed that Third Year students have favorable opinions on using them as guaranteed applications to check mistakes, acquire new vocabulary, and express and organize ideas. Nevertheless, teachers recommend their students to be responsible in dealing with those applications.
