000			03341nam a22002537a 4500
003			URS
005			20251021095103.0
008			251021b |||||||| |||| 00| 0 eng d
050	0	0	_aLG 221.59 _b.D3708 2025
100	1		_aDela Rosa, Roberto JR. O. _eResearcher
245	1	0	_aExploring the influence of using grammarly app to the writing skills of the college students at Rodriguez, Rizal/ _cRoberto JR. O. Dela Rosa, Wilfred B. Galindo Jr. [and] Jorges Manuel S. Leyco
260		1	_c2025
300			_aviii, 84 leaves; _billustrations, _c28cm,
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
502			_aUndergraduate Thesis _bBachelor of Secondary Education major in English _cUniversity of Rizal System, Rodriguez, Rizal _d2025
520			_aThe integration of digital tools in education had significantly transformed how students approached academic tasks, particularly in writing. One such tool was Grammarly, an Al-powered writing assistant that offered real-time feedback on grammar, punctuation, and style. This study, entitled "EXPLORING THE INFLUENCE OF USING GRAMMARLY APP ON THE WRITING SKILLS OF COLLEGE STUDENTS AT RODRIGUEZ, RIZAL," aimed to investigate the influence of Grammarly on the writing abilities of college students. Anchored in Vygotsky's Zone of Proximal Development (ZPD), the research explored how the app functioned as a digital scaffold that potentially supported or hindered learners writing development and autonomy. A qualitative research design was employed to gain an in-depth understanding of students' experiences and perceptions of Grammarly. The study involved twelve (12) purposively selected college students from Rodriguez, Rizal comprising six (6) males and six (6) females, aged 20 to 22 who were active Grammarly users. Data were collected through one-on-one virtual interviews, guided by a semi-structured interview protocol. The responses were subjected to thematic analysis to identify recurring patterns, emerging themes, and divergent views. The thematic analysis revealed that Grammarly had both positive and negative impacts on the students' writing skills. On the positive side, participants reported improvements in grammar, vocabulary, sentence structure, and overall writing quality. The findings Indicated that Grammarly served as a valuable supplementary tool in the academic writing process, particularly within higher education settings focused on language and communication. However, its effectiveness was found to be dependent on how it was used. When used thoughtfully, Grammarly enhanced writing quality and learning, when overused, it led to dependency and reduced self-reliance. The study recommended that educators promote responsible and guided use of Grammarly and other Al writing tools. It also suggested further research into Al's role in holistic learning, ensuring these technologies support not replace critical thinking and skill development. This study contributed to the ongoing discourse on the effectiveness of digital tools in shaping student leaming outcomes in the 21 century.
650			_2Integration of Digital Tools.
700			_aGalindo, Wilfred B. Jr. _eResearcher
700			_aLeyco, Jorges Manuel S. _eResearcher
700			_aSoliguen, Stephen P. _eAdviser
942			_2lcc _cT
999			_c87396 _d87393