Post-Graduate Students’ Perceptions of Quillbot Utilization in English Academic Writing Class

Kurniati, Eka Yuni; Fithriani, Rahmah

doi:10.21462/jeltl.v7i3.852

Cited by 41 publications

(59 citation statements)

References 20 publications

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“…Paraphrasing skills, being one of the most important components of the technical writing syllabus, need special efforts on part of students to improve it so that they can improve on paraphrasing skills as well as score good marks in examination. The results are consistent with another study by Kurniati and Fithriani (2022), who found that the post-graduate students in this study had a favorable reaction to utilize QuillBot to help them improve the level of their writing. They mentioned that QuillBot had three advantages: improving students' favorable attitudes about writing, offering a multiplicity of comprehensible writing tools, and encouraging the language development of students.…”

Section: Discussionsupporting

confidence: 92%

Examining EFL Students' Motivation Level in Using QuillBot to Improve Paraphrasing Skills

Mohammad,

Nazim,

Alzubi

et al. 2023

WJEL

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Paraphrasing, being an essential component of academic writing skills, poses a challenge for EFL students. It requires motivation through integration of technology and artificial intelligence-mediated tool like QuillBot to address the issue. QuillBot, the online artificial intelligence tool, has the potential to assist and motivate students to improve their paraphrasing skills. This study, to address the scarcity of the available literature especially in Najran University context, aims to examine EFL students' motivation using QuillBot to improve their paraphrasing skills. To achieve the study objectives, the descriptive-diagnostic research design was followed. One hundred two students registered in Technical Writing course were the participants to respond to a questionnaire and semi-structured interview questions. The study explores whether there is any significant difference in the participants’ responses in terms of their gender. The results revealed that QuillBot highly motivated students to improve their paraphrasing skills from their point of view. Also, it was shown that gender influenced the respondents' answers in favor of females. Additionally, the content analysis showed that technology-mediated classrooms, personal digital gadgets, easy access to software and internet applications, proper guidance (how to use the AI tool to solve the paraphrasing exercises of the syllabus) to use AI etc. are factors that highly motivate EFL students to utilize QuillBot in improving their paraphrasing skills. The potential implications of these resources are to make writing classes more enjoyable, engaging, interactive, productive, and lively for students. Based on the findings, the study suggests EFL teachers use QuillBot to enhance paraphrasing skills, inspire students, adapt teaching methods to technology, while future research is recommended to explore essay and summary writing.

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Section: Discussionsupporting

confidence: 92%

Examining EFL Students' Motivation Level in Using QuillBot to Improve Paraphrasing Skills

Mohammad,

Nazim,

Alzubi

et al. 2023

WJEL

View full text Add to dashboard Cite

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“…Because in an era of rapid technological advancement, numerous technologies can facilitate human labor, particularly the activity of lecturers in teaching and learning. The use of digital technologies assisted by artificial intelligence (AI) in writing classes, such as quillbot, grammarly, and Facebook, is trusted by students as a platform for evaluating their work and has numerous benefits that help improve student writing quality Ginting & Fithriani, 2022;Kurniati & Fithriani, 2022). With the aid of technology tools, students can easily and quickly receive feedback and corrections, reducing the number of errors that need to be examined again by the lecturer.…”

Section: Discussionmentioning

confidence: 99%

Lecturers’ Challenges and Strategies in Teaching English Writing Skills in Large Classes

Nia

Fithriani

2023

Jurnal. Penelitian. Pengkajian. Ilmu. Pendidikan. e-Saintika

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Teaching in a class with a large number of students is a phenomenon experienced by the majority of lecturers in Indonesia. This condition obviously generates disruptions during instruction, so action is required to eliminate them.The purpose of this research is to look at the problems that arise when teaching writing skills in large classes and how to solve them from the perspective of English lecturers in Indonesia. This research is a case study using a qualitative research approach. Data collection was carried out through semi-structured interviews involving four English lecturers at four universities in North Sumatra. After the interview, the data was first transcribed, followed by thematic analysis to identify themes and answer research questions. The results of the analysis show four challenges faced by the participants in their EFL classes. All of these are related to the difficulties of: 1) providing individual assessment and feedback; 2) class and time management; 3) lack of experience and practice; and 4) lack of space, facilities, and resources. To overcome these challenges, the lecturers utilize several approaches, such as 1) using group and peer assessments, 2) using multiple approaches and analyzing student needs, 3) learning outdoors, and 4) using technology-based tools. To address these issues and make teaching large writing classes a promising endeavor, comprehensive planning and strategies must be ensured in advance according to the context and needs of students.

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“…Quillbot was believed to be applicable for L2 writing with a variety of functions and a balance between technology and human intelligence (Fitria, 2022). In a recent study examining the effects of QuillBot on post-graduate students' performance in academic writing, students expressed positive attitude towards the adoption of the application as an assistant for high quality writing (Kurniati & Fithriani, 2022).…”

Section: Technology-enhanced L2 Writing: New Trends In the Age Of Aimentioning

confidence: 99%

“…Particularly, the introduction of tools and applications based on artificial intelligence (AI) have brought about paradigmatical changes to technology-enhance L2 writing. Tools such as Grammarly (Koltovskaia, 2020), Quillbot (Kurniati & Fithriani, 2022), Google Translate (Cancino & Panes, 2021) have significantly automated the workflow of writing, assessment, proofreading, etc.…”

Section: Introductionmentioning

confidence: 99%

How ChatGPT's automatic text generation impact on learners in a L2 writing practicum: an exploratory investigation

Yan¹

2023

Preprint

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Technology-enhance language learning has exerted positive effects on the performance and engagement of L2 learners. Since the advent of tools based on recent advancement in artificial intelligence (AI), educators have made major strides in applying state-of-the-art technologies to writing classrooms. In November 2022, an AIpowered chatbot named ChatGPT capable of automatic text generation was introduced to the public. The study tried to apply ChatGPT's text generation feature in a one-week L2 writing practicum. Adopting a qualitative research approach, students' behaviors and reflections were triangulated for the piloting evaluation of the impact of ChatGPT on L2 writing learners. The findings revealed the affordance and potential applicability of the tool in L2 writing pedagogy. Additionally, the tool also showcased an automatic workflow that could maximize the efficiency in composing writing. However, participants generally expressed their concern with its threats to academic honesty and educational equity. The study impelled the reconceptualization of plagiarism in the new era and development of regulatory policies and pedagogical guidance to regulate proper utilization of the tool. Being a pioneering effort, the study accentuated future research directions for more insights into the application of ChatGPT in L2 learning, and the establishment of corresponding pedagogical adjustments.

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Post-Graduate Students’ Perceptions of Quillbot Utilization in English Academic Writing Class

Cited by 41 publications

References 20 publications

Examining EFL Students' Motivation Level in Using QuillBot to Improve Paraphrasing Skills

Examining EFL Students' Motivation Level in Using QuillBot to Improve Paraphrasing Skills

Lecturers’ Challenges and Strategies in Teaching English Writing Skills in Large Classes

How ChatGPT's automatic text generation impact on learners in a L2 writing practicum: an exploratory investigation

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