English writing proficiency is crucial for university students, for bothacademic pursuits and future professional communication. During the acquisition of Englishwriting skills at university, a majority of students still make serious mistakes regardinggrammar, spelling, and punctuation. Giving feedbacks on students’ written work is regardedas important, for it not only helps improve students’ writing skills, but motivates theirfrequent practice as well. Nevertheless, that teachers face recurring issues such as unequaldistribution of the courses whose contents focus more on other English skills
and huge classsizes somehow diminishes the quality of their feedback. As a result, students are encouragedto utilize feedback from Grammarly, an artificial intelligence technology to aid them in theirwriting practice. This paper investigated how students perceive feedback from Grammarly asa tool to correct mistakes in their written work and their perceptions toward using Grammarlyin the learning process. The objective was to determine the features of Grammarly andstudents’ perception of using technology in learning to write. This study utilized a closeended questionnaire with five indicators of Likert scale, with participants are 60 English nonmajored second - year students at Dong Nai Technology University. The findings suggestedthat the majority of students hold a positive opinion on the use of Grammarly to aid them inlearning English writing.