This study aims to investigate the perceived impact of Grammarly on the English writing skills of students in the English Language Education Department at UIN Ar-Raniry. Using an explanatory sequential mixed-methods design, the research collected quantitative data through a closed-ended questionnaire distributed to 37 students, followed by qualitative data from in-depth interviews to provide a deeper understanding of the findings. The results indicate that the majority of students perceive Grammarly positively, noting its effectiveness in identifying grammatical errors, improving spelling, enhancing vocabulary, and increasing the formality and precision of their writing. Additionally, students reported greater confidence and motivation in writing, as well as reduced proofreading time. However, some expressed hesitation in fully trusting Grammarly’s suggestions, particularly for context-sensitive or stylistic corrections. The study concludes that Grammarly serves as a valuable digital writing assistant that significantly supports the development of students’ writing skills, though its effectiveness is enhanced when complemented by critical human evaluation and comprehensive language instruction. These findings offer practical implications for integrating digital literacy tools like Grammarly into English language teaching and learning strategies.