Technology-Enhanced Paraphrasing Tool to Improve EFL Students’ Writing Achievement and Enjoyment

Ariyanti, Ariyanti; Anam, Syafi’ul

doi:10.21462/jeltl.v6i3.698

Cited by 12 publications

(18 citation statements)

References 28 publications

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“…This finding is similar to Zimmerman and Labuhn's [48] findings, which assert that online learning environments may make it easier for students to study, encourage them to participate more actively in their writing, experience positive effects, and continue their practice with perseverance, motivation, and confidence. The findings are consistent with Ariyanti's [49] findings that using a variety of technology to learn languages and teach students boosts motivation while reducing fear. In addition, the findings are consistent with another study by Moore and MacArthur [50], who claim that students receive real-time feedback via technology, eventually driving them to revise and like the process of writing more than the outcome.…”

Section: Discussionsupporting

confidence: 88%

Paraphrasing Prowess: Unveiling the Insights of EFL Students and Teachers on QuillBot Mastery

Alzubi

2024

IJIET

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Artificial Intelligence-mediated (or AI-mediated) technology has significantly enhanced teaching and learning environments, particularly in developing students’ paraphrasing skills. However, research on students’ and teachers’ perceptions of AI tools in academic writing is limited. As a result, this study aims to identify English as a Foreign Language (EFL) students’ and teachers’ perceptions of using QuillBot to learn paraphrasing skills. It also examines whether students’ gender and level of study, as well as teachers’ qualifications and experience, affect their responses. The study employed a descriptive survey method along with a convenience sampling method to select a study sample of 115 students and 44 teachers. Additionally, a semi-structured interview was conducted with a purposive sample of 13 students to explore their views on utilizing QuillBot. The findings revealed that (i) students and teachers perceived that QuillBot can greatly enhance paraphrasing skills; (ii) students’ gender and level of study did not affect their answers as well as teachers’ qualifications and years of experience; (iii) the participants’ role (whether student or teacher) did not impact their responses; and (iv) students had a high perception of using QuillBot. The researchers recommend QuillBot as a learning tool for mastering paraphrasing skills.

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Section: Discussionsupporting

confidence: 88%

Paraphrasing Prowess: Unveiling the Insights of EFL Students and Teachers on QuillBot Mastery

Alzubi

2024

IJIET

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“…The findings align with Fitria (2021) who states that paraphrasing can be utilized to keep coherence and cohesion in the flow of work in addition to making ideas simpler understand. The results align with Ariyanti's (2021) findings that assert that employing a variety of technologies to learn languages and training increases students' motivation and reduces their feelings of anxiety. The findings concord to another study by Moore and MacArthur (2016), who state that students receive real-time feedback via technology ultimately motivating them to rewrite and to enjoy the process of writing more than the outcome of this process.…”

Section: Research Question 2 Is There Any Significant Difference In T...supporting

confidence: 87%

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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“…Numerous studies have examined AWE applications and their effectiveness for academic writing (Ariyanti, 2021;Zhang, 2020). However, there is limited research on using technology powered by AI as a digital tool to improve the academic writing of postgraduate students.…”

Section: Introductionmentioning

confidence: 99%

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

Kurniati¹,

Fithriani²

2022

JELTL

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<em>Academic writing is currently a worldwide concern. A plethora of studies on academic writing difficulties in higher education has been conducted. With the advancement of technology, the challenges of academic writing can be alleviated by using Quillbot, an artificial intelligence (AI)-powered digital tool. However, research on using Quillbot in post-graduate academic writing classrooms is still limited, and little is known about how students perceive it. This study investigates how post-graduate students view Quillbot as a digital tool for English academic writing. This study employed a qualitative case study design by involving 20 post-graduate students majoring in English education who were already familiar with Quillbot to participate. In investigating the participants' perspectives, a questionnaire and semi-structured interview were used as the instruments for data collection. The findings reveal that the post-graduate students in this study responded positively to using Quillbot to assist them in improving the quality of their writing. Furthermore, the use of Quillbot was found to have three benefits: enhancing students' positive attitudes toward writing, providing a variety of user-friendly writing features, and aiding students' language development. This study implies that AI-powered technology like Quillbot in writing, particularly in academic writing, has a significant role in creating high-quality writing for students.</em>

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Technology-Enhanced Paraphrasing Tool to Improve EFL Students’ Writing Achievement and Enjoyment

Cited by 12 publications

References 28 publications

Paraphrasing Prowess: Unveiling the Insights of EFL Students and Teachers on QuillBot Mastery

Paraphrasing Prowess: Unveiling the Insights of EFL Students and Teachers on QuillBot Mastery

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

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

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