This review paper explores the potential benefits and limitations of Grammarly, a widely used Automated Corrective Feedback (ACF) tool, in the context of Second Language (L2) writing. Specifically, while Grammarly offers advantages such as improved grammatical accuracy, reduced writing anxiety, and support for self-directed learning, it also presents several concerns, including unclear feedback, cognitive overload, and a limited focus on content and organisation. Drawing on empirical research studies published primarily between 2021 and 2024, this review suggests that Grammarly can serve as a valuable supplementary tool when used strategically. Its effective integration into the classroom requires active collaboration between teachers and students, supported by explicit instruction and guidance. More importantly, students are encouraged to engage critically with the Grammarly feedback to develop their writing skills. The review concludes with recommendations for future research in this area.