Enhancing EFL Learners' Writing Sub-Skills With AI-Mediated Tools: Take QuillBot as an Example
DOI:
https://doi.org/10.17507/tpls.1601.02Keywords:
AI-powered tool, writing skills enhancement, QuillBot, EFL learningAbstract
Writing has consistently been one of the most challenging skills for EFL learners. Various AI-powered technologies have contributed to enhancing writing proficiency in EFL settings. This study examines the effectiveness of QuillBot, an AI-driven tool designed to improve multiple writing aspects, including vocabulary, phrasal verbs, sentence structure, adjectives, adverbs, and prepositional phrases. The research involved 25 EFL students enrolled in a Reading and Writing course, where they utilized QuillBot as a learning aid. Researchers assessed students' writing performance before and after the experiment through pre- and post-tests. The results, analyzed using a dependent-sample t-test, revealed that QuillBot significantly improved students' writing skills, particularly in vocabulary, sentence sequencing, and grammatical structures. Further research on QuillBot could help address other challenges in EFL teaching and learning.
References
Anis, N. A. M. O. U. S., & Khalid, B. O. U. I. G. H. A. (2024). Teachers’ and Students’ Perception about the Effects of Using ChatGPT, Grammarly, and Quillbot on Students’ Writing Skills [Doctoral dissertation, university center of abdalhafid boussouf-MILA].
Ariyanti, A., & Fitriana, R. (2017). EFL students’ difficulties and needs in essay writing. Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017). https://doi.org/10.2991/ictte-17.2017.4
Bin, Z., & Michael, T. (2019). Recent development in technology-enhanced and computer-assisted language learning. PA: IGI Global.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Chen, M. H., Huang, S. T., Chang, J. S., & Liou, H. C. (2015). Developing a corpus-based paraphrase tool to improve EFL learners' writing skills. Computer Assisted Language Learning, 28(1), 22-40.
Corbett, F., & Spinello, E. (2020). Connectivism and leadership: harnessing a learning theory for the digital age to redefine leadership in the twenty-first century. Heliyon, 6(1), e03250. https://doi.org/10.1016/j.heliyon.2020.e03250
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (3rd ed.). Thousand Oaks, CA: Sage Publication, Inc.
Fitria, T. N. (2021). Quillbot as an online tool: Students’ alternative in paraphrasing and rewriting of English writing. Englisia: Journal of Language, Education, and Humanities, 9(1), 183-196. http://dx.doi.org/10.22373/ej.v9i1.10233
Fitria, T. N. (2022). Avoiding plagiarism of students’ scientific writing by using the Quillbot paraphraser. Elsya: Journal of English Language Studies, 4(3), 252-262. https://doi.org/10.31849/elsya.v4i3.9917
Hieu, B. V., Huy, H. M., & Hang, C. T. (2022). Employing the Quillbot application in order to sharpen paraphrasing skills in writing academic essays for english-majored students at the school of foreign languages. TNU Journal of Science and Technology, 227(13), 116-124. https://doi.org/10.34238/tnu-jst.6717
Khabib, S. (2022). Introducing artificial intelligence (AI)-based digital writing assistants for teachers in writing scientific articles. Teaching English as a Foreign Language Journal, 1(2), 114-124. https://doi.org/10.12928/tefl.v1i2.249
Kurniati, E. Y., & Fithriani, R. (2022). Post-graduate students’ perceptions of Quillbot Utilization in English academic writing class. Journal of English Language Teaching and Linguistics, 7(3), 437–451. https://doi.org/10.21462/jeltl.v7i3.852
Maulidia, N. I. A., & Sulistyaningrum, S. D. (2021). Employing online paraphrasing tools to overcome students’ difficulties in paraphrasing. Stairs: English Language Education Journal, 2(1), 52-59.
Miranda, D. (2021). The Impact of Paraphrasing Tools on Students Paraphrasing Skills (thesis). Universitas Islam Negeri Ar-Raniry Banda Aceh.
Mohammad, T., Alzubi, A. A., Nazim, M., & Khan, S. I. (2023). EFL Paraphrasing Skills with QuillBot: Unveiling Students' Enthusiasm and Insights. Journal of Pedagogical Research, 7(5), 359-373.
Mohammad, T., Alzubi, A. A. F., Nazim, M., & Khan, S. I. (2023). Assessing the effectiveness of QuillBot-mediated instruction in enhancing EFL students’ paraphrasing skills. Journal of Theoretical and Applied Information Technology, 101(24), 8349-8357.
Na, C. D., & Mai, N. X. (2017). Paraphrasing in academic writing: a case study of Vietnamese learners of English. Language Education in Asia, 8(1), 9-25. http://dx.doi.org/10.5746/LEiA/17/V8/I1/A02/Na_Ma
Nurul, A. I., & Siti, S. D. (2021). Employing Online Paraphrasing Tools to Overcome Students’ Difficulties in Paraphrasing. STAIRS: English Language Education Journal, 2(1), 52-59.
Rakhmanina, L., Serasi, R., Fatmawati, U., & Bengkulu, S. (2022). Utilizing Quillbot Paraphraser to Minimize Plagiarism in Students’ Scientific Writing. Contemporary Issues in Education, Art and Humanities, 6, 26-33.
Wahyuni, S., Dollah, S., & Amin, F. H. (2025). Reducing Plagiarism of Undergraduate Students' Thesis Proposal by Using QuillBot Paraphraser. International Journal of Language, Education, and Literature, 2(4), 698-703.
