This study investigates students’ perceptions of the use of Grammarly in enhancing accuracy in academic writing, using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework. This study used qualitative methods with a descriptive qualitative approach. The data collection techniques used interviews and observations of five students who actively used Grammarly in their academic writing activities. Data validity was obtained through source triangulation technique. The research findings show that in general students have a positive perception of Grammarly as a writing aid. Grammarly is seen as an effective, efficient, and adaptive application in supporting the academic writing process. In addition, Grammarly is considered to significantly contribute to improving students' grammar accuracy through real-time corrections accompanied by explanations, as well as encouraging higher linguistic awareness of grammatical errors. In conclusion, Grammarly is positively perceived and contributes significantly to improving students’ grammatical accuracy in academic writing. The study recommends the integration of Grammarly in academic settings to support writing development and encourages future research to explore its long-term educational impact.
Keywords : Academic Writing, Accuracy, Grammarly, Students Perceptions, and Unified Theory of Acceptance and Use of Technology (UTAUT).