The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective

Marzuki, None; Widiati, Utami; Rusdin, Diyenti; Darwin, Darwin; Indrawati, Inda

doi:10.1080/2331186x.2023.2236469

Cited by 107 publications

(42 citation statements)

References 41 publications

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“…In summary, the data illustrates a strong inclination towards AI tools being perceived as advantageous in performing various tasks, with other considerations, such as excitement or suitability with students' learning styles, being less influential. Together, these findings align with the previous studies (Marzuki et al, 2023;Yang, 2022) because integrating AI into education brings new quality to both learning and teaching and can stimulate interactive communication in a target language.…”

Section: Figure 4 Reasons For Using Ai Toolssupporting

confidence: 91%

“…The utilization of artificial intelligence (AI) in developing English essays is not new in the context of English as a foreign language (EFL) learning. Some recent AI tools in writing development are Quillbot, WordTune, Jenni, ChatGPT, Paperpal, Copy.ai, and Essay Writer (Marzuki et al, 2023). Chat GPT, for example, is a sophisticated model of text construction (Schulman et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…By using AI-assisted tools, Indonesian EFL students may be more confident in producing English writing output and may have the opportunity to improve their writing performance. Regarding feedback, Marzuki et al (2023) state that with AI writing tools, students can receive immediate feedback and assistance, improving their writing skills faster.…”

Section: Introductionmentioning

confidence: 99%

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Patterns of Utilizing Ai–assisted Tools Among Efl Students: Need Surveys for Assessment Model Development

Wulyani,

Widiati,

Muniroh

et al. 2024

LLT Journal

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This study explores patterns of AI-tool utilization among Indonesian EFL students, as preliminary data for assessment-model development. Using a convenience sampling technique, this study involved 208 university students of various year levels. A questionnaire was developed based on technology acceptance model (TAM) frameworks to collect data through Google Form, covering aspects of knowledge and use of AI tools in completing tasks, frequency of AI use and friendliness levels, reasons for using AI tools, ease of using AI tools, and desire to use AI tools. The results reveal that the participants had basic knowledge of AI but a significant number of participants admitted not knowing AI tools, suggesting the need for more education and awareness about AI. Grammarly and Google Translate were the most familiar and frequently used applications. Our findings also reveal strong relationships between perceived ease of use (PEoU) and perceived usefulness (PU) and between PU and technology acceptance (TA), implying how TAM frameworks may predict willingness to use technology-assisted or AI applications and the actual utilization. As most research participants were teacher candidates, it becomes clear that integrating AI-assisted learning content and activities appears essential as their experiences in their teacher education may influence the way they teach in the future.

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Section: Figure 4 Reasons For Using Ai Toolssupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Patterns of Utilizing Ai–assisted Tools Among Efl Students: Need Surveys for Assessment Model Development

Wulyani,

Widiati,

Muniroh

et al. 2024

LLT Journal

View full text Add to dashboard Cite

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“…According to Stokel-Walker (2023), since January 2023, ChatGPT has already been acknowledged as an author in preprints and peer-reviewed publications. While some educationists agreed that the AI writing tools positively improved their students' writing quality, particularly enhancing the quality of their content and organization (Marzuki, 2023), concerns have been raised about its uncredited or fraudulent use (Else, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Locating the Intersection of Generative Artificial Intelligence and Human English Writing Skills: A Comparative Study

Ali

2024

Preprint

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This paper offers a multi-dimensional comparative analysis of the linguistic characteristics found in the introduction sections of dissertations produced by ChatGPT and those written by Saudi authors. This research paper aims to analyze the linguistic variation in the introduction part of the dissertations written by Saudi writers compared with the introduction produced by ChatGPT. An extensive analysis of more than 150 linguistic features, including lexico-grammatical structures and semantic nuances, is performed using Multidimensional Analysis Tagger (MAT) tagger. A corpus of dissertation introductions written by Saudi students is compiled and analyzed. Furthermore, a corpus is created that comprises introductions produced by ChatGPT. The study investigates the relationship between language produced by AI and human-written content, revealing unique linguistic preferences. The results indicate ChatGPT is more informational, explicit and less non-narrative and non-argumentative than human-written introductions. There is a significant difference in discourse production on dimension five, as human-written introductions produce abstract and ChatGPT produces non-abstract discourse. The study is significant as it highlights the linguistic differences between the writing styles of ChatGPT and Saudi writers, indicating potential areas of improvement for AI-generated texts.

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“…Additionally, it also enables users to write more efficiently by leveraging cutting-edge AI to generate new sentences, paragraphs, and complete articles. As an AI writing tool, QuillBot proves valuable in assisting students with the structure and content of their writing, providing substantial support for EFL students aiming to enhance their writing skills [8].…”

Section: Introductionmentioning

confidence: 99%

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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The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective

Cited by 107 publications

References 41 publications

Patterns of Utilizing Ai–assisted Tools Among Efl Students: Need Surveys for Assessment Model Development

Patterns of Utilizing Ai–assisted Tools Among Efl Students: Need Surveys for Assessment Model Development

Locating the Intersection of Generative Artificial Intelligence and Human English Writing Skills: A Comparative Study

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

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