Abstract

The objective of this research was to conduct a systematic review of the use of Grammarly in writing English as a Foreign Language at the higher education level. This study identified the impact of using technological tools with Artificial Intelligence to provide independent support for students in developing writing skills. PRISMA principles were used to select and identify 27 research projects that met the inclusion and exclusion criteria. This allowed us to answer the guiding question for the study in search of interesting findings. The coded rationale allowed us to examine the scientific findings represented in text segments obtained from research projects that met a rigorous scientific process. These findings identified the use of the Grammarly technology tool and its impact on the development of English writing skills, encompassing pedagogical and technological aspects. This contributes to a holistic understanding of current trends and provides practical foundations for the teaching-learning process of English as a foreign language at the higher education level.