EXPLORING INDONESIAN EFL STUDENTS' WRITING ENGAGEMENT ON THE TIKTOK PLATFORM WITH THE SUPPORT OF GRAMMARLY
Abstract
Writing engagement has become an important aspect of EFL writing instruction, particularly in technology-enhanced learning environments. However, limited research has explored how social media platforms and automated writing tools can be combined to support student engagement and writing development. This study investigated the use of an integrated TikTok–Grammarly workflow in relation to writing engagement and paragraph-level writing quality among Indonesian EFL university students. A descriptive qualitative case study was conducted with 40 undergraduate students enrolled in an English writing course, with 7 focal participants selected for in-depth interviews. Data were collected through writing artifacts, revision notes, interviews, and classroom observations. The findings revealed that the workflow promoted behavioral engagement through repeated revision, cognitive engagement through critical evaluation of feedback, and affective engagement by reducing writing anxiety. Improvements were also observed in grammatical accuracy, lexical choice, and referential cohesion, while conjunctive cohesion showed relatively limited development. These findings suggest that TikTok and Grammarly served complementary functions in supporting writing engagement and paragraph-level writing development in EFL contexts.
Keywords
References
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DOI: https://doi.org/10.31004/jele.v11i5.2786
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