This study investigated how English as a Second Language (ESL) writers perceive their use of Grammarly , an online grammar checker, in relation to face-to-face tutoring at the writing center. Forty-three (N= 43) international ESL writers studying at universities in the United States participated in an anonymous online survey. Mixed methods were employed to examine participants’ perceptions of Grammarly and face-to-face tutoring at the writing center respectively as well as their perceptions of Grammarly in relation to face-to-face tutoring. Results rendered from descriptive analysis of the data revealed: 1) participants perceived both services with advantages and limitations; 2) participants used Grammarly more frequently than visiting the writing center, while they used face-to-face tutoring for a wider variety of purposes compared to Grammarly ; 3) participants reported a both/and approach toward these two writing resources and used them to meet different needs in different contexts. Implications were offered for ESL writers, instructors, writing center tutors, and Grammarly program developers.