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1
Asmara, Yosephine Viadestyas, and Fidelis Chosa Kastuhandani. "STUDENTS’ LIVED EXPERIENCE IN UTILIZING QUILLBOT AS AN ONLINE PARAPHRASING TOOL IN ACADEMIC WRITING." Globish: An English-Indonesian Journal for English, Education, and Culture 13, no. 1 (2024): 56. http://dx.doi.org/10.31000/globish.v13i1.10088.
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This study aimed to investigate students’ lived experience of Quillbot utilization in academic writing. The qualitative phenomenology method was used in this study to dig deeper into students’ lived experiences that they interpreted while using Quillbot. The result based on the data analysis showed some lived experiences that the students interpreted such as Quillbot’s benefits and students’ future use of Quillbot, students’ perceptions of autonomy and assistance, students’ ethical consideration when utilizing Quillbot, and students’ adoption of Quillbot’s suggestion. The results of this study also emphasized students' awareness that Quillbot is a supporting tool that cannot replace their writing skills. This study provides valuable insight into how students interact with Quillbot, how it influences their writing process, and broadens the perspective of teachers, lecturers, instructors, and the wider community who often consider AI to have negative impacts on students’ learning process.
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Tanjung, Siti Rahma, and Utami Dewi. "Enhancing Students’ Writing Ability through Quillbot: Teachers’ Perspective." Scope : Journal of English Language Teaching 9, no. 1 (2024): 458. https://doi.org/10.30998/scope.v9i1.24862.
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In recent times, Quillbot has emerged as a significant topic in educational discourse. Extensive research has been conducted on Quillbot's efficacy, and many students have adopted it as a cutting-edge technological aid. As technology progresses, AI-powered tools like Quillbot are helping to address writing challenges. This research employed a qualitative case study approach to examine educators' views on Quillbot as an English writing assistance tool. The study involved five teachers who were already familiar with Quillbot. Data collection methods included questionnaires and in-depth interviews to gather participants' opinions. The results indicate that teachers generally viewed Quillbot positively as a means to enhance students' writing abilities. Furthermore, Quillbot was found to offer valuable writing features and contribute to language skill development. This study highlights the crucial role AI technologies like Quillbot play in facilitating high-quality student writing.
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Fitria, Tira Nur. "QuillBot Grammar Checker: The Ability to Evaluate Students' Writing Errors of English Essay." International Journal of Computer and Information System (IJCIS) 6, no. 1 (2025): 1–12. https://doi.org/10.29040/ijcis.v6i1.201.
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This research simulates the use of QuillBot Grammar Checker in assessing students' writing errors in English essays. This research is descriptive qualitative. QuillBot announces the availability and accessibility of a new grammar checker. QuillBot's grammar checker can help users (teachers/lecturers) check writing errors in grammar, punctuation, and spelling. The analysis shows that two examples of students’ essays are evaluated by QuillBot Premium. The 1st student’s essay shows 209 words with 21 errors. It consists of grammatical errors (word class) such as nouns, pronouns, prepositions, conjunctions, and adjectives. The 2nd student’s essay shows 161 words with 20 errors. It consists of grammatical errors (word class) such as nouns, pronouns, prepositions, conjunctions, adjectives, and interjections. Users can choose two options (replace or ignore). Replace means change the error words, while ignore means keep maintaining the words In using QuillBot, users type Quillbot in the Google search engine, log in if needed, several menus will appear, and click Grammar Checker. Write or copy the English essay that we want to check. Errors in writing will appear with red underlines completed by many words and the number of errors in an essay. If we want to click repair, select Fix All Errors. QuillBot utilizes Artificial Intelligence (AI) to automatically scan text for grammatical, punctuation, spelling, punctuation, and capitalization issues, highlighting them and allowing users to correct them individually or in bulk with a single click. Teachers/lecturers can use corrective evaluations by using QuillBot as an alternative online tool besides the popularity of Grammarly. Regarding the accuracy level of using QuillBot in evaluating students' writing errors, it may need to be improved. However, other online grammar check applications can be considered and tried besides evaluation manually.
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Junaedi, Sony. "English Lecturers' Perceptions towards the Quillbot App: An Alternative for Students in Paraphrasing and Rewriting English Writing." International Journal of Research in Education 5, no. 1 (2025): 149–56. https://doi.org/10.26877/ijre.v5i1.1219.
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This study examines the perceptions of English lecturers at the Faculty of Languages and Culture, University of 17 Agustus 1945 Semarang, regarding the use of QuillBot, an AI-powered paraphrasing tool, in academic writing. In an era where digital tools are transforming educational practices, QuillBot offers features such as grammar improvement, paraphrasing, and plagiarism prevention, which are particularly beneficial for non-native English speakers. Employing a quantitative research approach, data were collected through structured questionnaires and semi-structured interviews with seven English lecturers familiar with QuillBot. Findings reveal that 85% of lecturers perceive QuillBot as beneficial for enhancing students' paraphrasing and rewriting skills, while 70% believe it improves grammar and sentence structure. However, 30% expressed concerns about over-reliance on the tool, which may hinder the development of students’ independent writing abilities. The study underscores the importance of integrating QuillBot into teaching strategies responsibly. While its utility in fostering academic integrity and writing proficiency is evident, lecturers emphasize the need to balance its use with traditional learning methods to ensure holistic language development. The research highlights the potential of QuillBot to supplement instruction, but cautions against its overuse, which might compromise critical thinking and originality in student writing. Recommendations include incorporating QuillBot into process-oriented writing pedagogies, promoting digital literacy, and utilizing peer-review sessions to mitigate dependency. The study contributes to the discourse on AI-driven tools in education, advocating for a balanced approach that maximizes their benefits while maintaining academic integrity. Limitations include the small sample size and focus on a single institution, suggesting avenues for future research involving diverse contexts and quantitative assessments of QuillBot’s impact on writing quality and plagiarism rates.
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Nuraeni, Ayu, R. Bunga Febriani, and Andi Rustandi. "EFL Students’ Perceptions on the Use of Quillbot Paraphrasing Tool in Essay Writing." Journal of English Education Program (JEEP) 12, no. 1 (2025): 68. https://doi.org/10.25157/(jeep).v12i1.17817.
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This research discusses about EFL Students’ Perceptions On The Use Of Quillbot Paraphrasing Tool In Essay Writing. The objective of this study was aimed to elaborate on how EFL students implement the QuillBot Paraphrasing Tool in essay writing and EFL students perceive of use the QuillBot Paraphrasing Tool in essay writing. This study used a descriptive qualitative method, involved 25 students’ of English Education who used QuillBot Paraphrasing Tool In Essay Writing. Brief rating scales questionnaires were used to gather the data. The results showed that students responded positively to the use of the QuiillBot Paraphrasing Tool In Essay Writing. Most students agree that using QuillBot makes the process of paraphrasing in writing easier and more efficient. QuillBot can help students paraphrase and avoid plagiarism in their writing. While this tool is powerful, Quillbot may be a useful tool for EFL students, but it's important to remember that it shouldn't be overly relied on. Students should continue to concentrate on improving their paraphrasing skills while using Quillbot to complement their endeavors and students should use it wisely. The researcher suggests that future researchers are expected to be able to examine more sources and references related to paraphrasing using QuillBot.
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Thohir, Lalu, Udin Udin, Mh Isnaeni, and Lalu Jaswadi Putera. "The Effectiveness of Integrating Quillbot for Paraphrasing in Writing Instruction." Journal of Languages and Language Teaching 12, no. 4 (2024): 2112. http://dx.doi.org/10.33394/jollt.v12i4.12780.
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QuillBot is one of the online programs that can be utilized to enhance students’ writing skills. By integrating the paraphrasing tool QuillBot into the writing instruction, this study aimed to examine the effectiveness of QuillBot paraphraser on the students’ paraphrasing ability. Additionally, this study sought to find out the students' opinions on paraphrasing and on the use of QuillBot in paraphrasing. Adopting a mixed method with explanatory design, this study employed quasi-experimental research with a one group pretest posttest design. There were 44 fourth-semester students taking the Academic Writing course in the English study program at the University of Mataram participating in this study. The students’ paraphrasing ability was tested before and after the treatment with both manual paraphrasing instruction and QuillBot paraphrasing tool. While, the students’ opinions towards paraphrasing instruction integrating the QuillBot paraphrasing tool was discovered through questionnaire. Further, the collected data were analyzed quantitatively and qualitatively to answer the predetermined research objectives. The results of t-test showed that there was a significant difference between the students’ paraphrasing ability before and after the treatment with significance value 0.000 lower than 0.05. In addition, most students responded positively to the integration of QuillBot in paraphrasing instruction, as it not only improved their literacy skills but also their motivation in learning paraphrasing in which the use of QuillBot paraphraser is simple, easy, instant and time-saving. This study highlights and confirms the potential of AI tools like QuillBot to enhance language instruction. Other reseachers might compare the efficacy of QuillBot paraphraser to other automatic paraphraser in writing instruction and use both questionnaire and interview to obtain more detailed information about the students’ attitudes or opinions.
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Ayu Swati Pramitha Yuliandari, Ketut, Ni Made Ratminingsih, and Made Hery Santosa. "The Effect of Quillbot on The Eleventh-Grade Students’ Writing Skills and Academic Integrity at Senior High School." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 13, no. 1 (2025): 146–72. https://doi.org/10.24256/ideas.v13i1.6177.
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This study examines the effect of QuillBot on the writing skills and academic integrity of eleventh-grade students. This quantitative study addresses three main questions: 1) Is there any simultaneous significant effect of the use of the QuillBot on eleventh-grade students’ writing skills and academic integrity? 2) Is there any significant effect of the use of the QuillBot on eleventh-grade students’ writing skills? and 3) Is there any significant effect on the use of the QuillBot for eleventh-grade students’ academic integrity? Data were collected through writing tests and academic integrity questionnaire, with analysis conducted using MANOVA. The findings indicate that QuillBot significantly improves students’ writing skills by enhancing clarity, coherence, and accuracy. Furthermore, QuillBot influences academic integrity by promoting ethical writing practices, such as proper paraphrasing and plagiarism detection. The study concludes that is a valuable tool for improving both writing skills and maintaining academic integrity in educational settings when it is used responsibly and under supervision. Recommendations are provided for educators on integrating QuillBot into their teaching strategies to maximize its benefits while minimizing potential misuse.
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Amanda Amanda, Elsa Muliani Sukma, Nursyahrina Lubis, and Utami Dewi. "Quillbot As An AI-powered English Writing Assistant: An Alternative For Students to Write English." Jurnal Pendidikan dan Sastra Inggris 3, no. 2 (2023): 188–99. http://dx.doi.org/10.55606/jupensi.v3i2.2026.
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Quillbot is one of the modern era technologies that many students use in learning, it is also one of the online applications to improve writing. Quillbot can help students find writing errors such as punctuation and grammar and others. The purpose of this article is to find out students' perceptions of the use of quillbot as an alternative for students in writing English. This study uses a quantitative method, to find how the use of quillbot in helping English Foreign Language (EFL) to write English. data was collected through questionnaires and interviews that have been calculated and analyzed. The results show that students have a lot of positive perceptions of the use of quillbot in improving writing, as well as found advantages in quillbot that are very helpful to students. With this paper, students are expected to be able to apply it in learning activities related to English writing thus that the resulting writing becomes better.
 
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Dewi, Utami, Nur Hasanah, Siti Julaika, and Ela Carmelia Mukti Sambas. "Using QuillBot Paraphraser in EFL Writing: The Effectiveness from Students' Perceptions." English Education : English Journal for Teaching and Learning 12, no. 01 (2024): 28–41. https://doi.org/10.24952/ee.v12i01.11265.
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The study investigates students' perceptions of Quillbot, an online tool for paraphrasing. The research involved 30 English undergraduate students in their fourth semester using descriptive quantitave. Data was collected through questionnaires. Results showed that 66% of students found Quillbot helpful in paraphrasing their writing, while 70% believed it enhanced vocabulary. 63% believed it improved sentence structure, and 60% felt it improved writing skills. 76% agreed that QuillBot helped choose appropriate language for paraphrasing, and 77% felt more confident in their writing. Overall, students had positive perceptions of Quillbot.
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Laila, Nabila, and Ernita Daulay. "STUDENTS PERCEPTION OF USING QUILLBOT TO IMPROVE STUDENTS WRITING SKILLS." Indonesian EFL Journal 10, no. 2 (2024): 223–32. https://doi.org/10.25134/ieflj.v10i2.10083.
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This research aims to analyze students' writing skills using the Quillbot application. This research uses a qualitative research design, the participants are students at State Islamic University of North Sumatra. Data was obtained from questionnaires and interviews. This research focuses on senior semester students at the State Islamic University of North Sumatra. A total of 31 students participants in this research and 4 students were selected to answer interview questions. The data collection technique used in this research is a non-test technique which comes from two sources, namely questionnaires and in-depth interviews. The results show that most students thought using Quillbot helped them become better academic writers. To put it another way, students see the Quillbot app favorably as a digital tool for writing well. According to the research, all of the participants thought that the Quillbot application could facilitate writing in English. 100% of participants believed that the Quillbot application helped them write more and made fewer mistakes when they did write, while up to 90% of participants thought it could help them write better. Overall, students gave positive responses to the use of Quillbot to help improve their writing skills. This research contributes to the existing literature on improving language learning technology by providing insight into how students use Quillbot to improve students' English writing skills.
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Kurniati, Eka Yuni, and Rahmah Fithriani. "Post-Graduate Students’ Perceptions of Quillbot Utilization in English Academic Writing Class." Journal of English Language Teaching and Linguistics 7, no. 3 (2022): 437. http://dx.doi.org/10.21462/jeltl.v7i3.852.
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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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Safrida, Galuh, and Desi Puspitasari. "OPTIMIZING ENGLISH WRITING WITH AI: UNLOCK THE POWER OF QUILLBOT." English Language Teaching Journal 4, no. 2 (2024): 61–68. http://dx.doi.org/10.35897/eltj.v4i2.1405.
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AbstractThis research aims to determine the role of QuillBot as one of Artificial Intelligence (AI) in enhancing students’ writing skills. Artificial Intelligence (AI) is an advanced technology that can make a person's work easier. AI has a significant impact in various fields, such as education. Therefore, AI technology can assist students in completing their assignments. One such application is QuillBot, which aids students in improving their English writing. This research employed qualitative research using a questionnaire distributed via Google Forms. The findings indicate that Quillbot is beneficial for the students. It improves their paraphrasing skills, grammar, and vocabulary. This article is essential because readers can learn about the usefulness of AI applications, especially QuillBot, in writing English. It is also hoped that this research can encourage the adoption of similar technologies to support the learning process in various fields. Keywords: English Writing, AI, Paraphrasing tool, QuillBot
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Luthfiah, Naurah, Salminawati Salminawati, and Zaini Dahlan. "Persepsi Mahasiswa tentang Penggunaan Artificial Intelligence Quillbot dalam Mengatasi Plagiarisme dan Kesadaran Etika Akademik Mahasiswa." Cetta: Jurnal Ilmu Pendidikan 7, no. 1 (2024): 259–66. http://dx.doi.org/10.37329/cetta.v7i1.3153.
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This research aims to analyze student perceptions regarding the use of artificial intelligence quillbot in overcoming plagiarism and students' awareness of academic ethics. This type of research is qualitative with a case study approach. Data collection uses observation, questionnaires, interviews and document studies. Data analysis is carried out continuously, starting from data reduction to drawing conclusions. The research results show that the use of Artificial Intelligence QuillBot in overcoming plagiarism in the Islamic Religious Education Study Program at the State Islamic University of North Sumatra is highlighted through two approaches, namely first, the resource person supports the use of the plagiarism checker feature as a solution for detecting plagiarism in their scientific work. They consider QuillBot not only as a tool, but also as a necessity in completing course assignments well, especially because a low level of plagiarism is expected. Second, QuillBot's ability to paraphrase automatically can simplify the process of avoiding plagiarism, reduce the risk of using unoriginal content, and increase the authenticity of scientific work. Some students consider their awareness of academic ethics to be good, showing progress in respecting the principles of academic integrity, such as avoiding plagiarism and stating sources clearly. However, there is still an opinion that awareness of academic ethics still needs to be increased because there are still many students who are less aware of the importance of academic integrity, especially regarding the issue of plagiarism.
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Baron, Grégory, Courtois Lorenzo, and Dubois Benoît. "Students’ Perception on the Use of QUILLBOT to Improve Grammar." Lingeduca: Journal of Language and Education Studies 2, no. 3 (2023): 250–65. http://dx.doi.org/10.55849/lingeduca.v2i3.547.
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English structure is one of the most difficult parts of learning grammar. This is because students also have to know when to use it. When students already know the structure of English, it will be easier to master grammar. The easiest way to test students' grammar is by using the quillbot application. However, researchers using the quillbot application are still limited and know little about how students perceive it. This study aims to improve students' grammar skills by using quillbot application to check their grammar writing. The researcher used quantitative method and survey design, and to collect information the researcher used questionnaire. This study was conducted at University in Asia by taking a sample of 35 students majoring in English Department. The findings revealed that these students expressed some positive responses. Some students already know that this quillbot application can be relied upon to check students' grammar writing and make students easier and more practical in checking grammar so that it is free from grammatical errors. Therefore, the researcher said that the use of quillbot application is useful to improve students' grammar skills.
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Pratama, Yoga, Fridolini Fridolini, and Roro Meifi Pitaloka. "THE IMPACT OF AI QUILLBOT IN IMPROVING STUDENT WRITING ABILITY TO WRITE ARGUMENTATIVE ESSAYS." English Review: Journal of English Education 13, no. 1 (2025): 215–22. https://doi.org/10.25134/erjee.v13i1.9746.
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The integration of Artificial Intelligence (AI) in language learning has transformed academic writing, particularly in English as a Foreign Language (EFL) contexts. AI-powered writing tools such as QuillBot offer real-time feedback, automated paraphrasing, and grammatical enhancements, potentially improving students’ writing proficiency. However, limited research explores the specific impact of QuillBot on argumentative essay writing in EFL classrooms. This study aims to examine the effectiveness of QuillBot in enhancing the writing skills of third-semester EFL students at Universitas Darma Persada, Indonesia. Using a quasi-experimental design, 60 students were divided into an experimental group (QuillBot-assisted learning) and a control group (traditional instruction). Pre-test and post-test essay scores were analyzed using SPSS 27.0 to assess improvements in structure, coherence, and grammar. The findings revealed that students using QuillBot showed significantly higher improvements in writing proficiency compared to those in the control group. The experimental group demonstrated enhanced argumentation, coherence, and grammatical accuracy, indicating that AI-assisted tools can be effective in fostering writing development. The study concludes that QuillBot is a valuable supplementary tool for EFL writing instruction, providing instant feedback and reducing students’ dependency on traditional teacher-led corrections. Educators are encouraged to integrate AI writing assistants into teaching methodologies to optimize learning outcomes. Future research should explore the long-term effects of AI-assisted writing on different writing genres and across diverse educational contexts.
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Alzubi, Ali A. F. "Paraphrasing Prowess: Unveiling the Insights of EFL Students and Teachers on QuillBot Mastery." International Journal of Information and Education Technology 14, no. 5 (2024): 642–50. http://dx.doi.org/10.18178/ijiet.2024.14.5.2088.
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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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Hyun, Il-Sun. "Effects of Quillbot-assisted paraphrasing practice on EFL college students’ English vocabulary acquisition and perception." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 9 (2024): 673–87. http://dx.doi.org/10.22251/jlcci.2024.24.9.673.
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Objectives This study explored the effects of Quillbot-assisted paraphrasing practice on EFL college students’ English vocabulary acquisition and their attitude toward of Quillbot-paraphraser use. Methods Divided into two, the experimental group (n = 17) performed paraphrasing writing tasks with Quillbot-paraphraser whereas the control group (n = 18) completed the same tasks without it. The two groups took vocabulary quizzes at two-week intervals and the experimental group responded to the questionnaire concerning their perception toward Quillbot-paraphraser use. By Mann-Whitney U test, comparisons were made on each quiz score between the groups and the responses on the questionnaire of the experimental group were analyzed by content. Results The result found no statistically significant differences in the vocabulary quiz scores of the two groups, but the analyses of the students of the experimental group showed that Quillbot-paraphraser use certainly helped their paraphrasing performance, extending their vocabulary knowledge in depth, aiding them to comprehend sen-tence structures better, and making them aware of distorted sentences. Conclusions There remained limitations in that the Quillbot-paraphraser provided distorted sentences that were different from the students’ intended meanings and was unable to provide detailed explanations related to its vo-cabulary choices. Thus, it seems important students themselves to have an keen eyes to identify problems with the results provided by AI tools. It is hoped that further studies will lead to in-depth discussions on the new role of teachers and on discoveries of new strategies for implementing AI tool-assisted writing tasks, calling teachers’ facilitating supports in the classrooms.
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Chanpradit, Thaweesak, Phakkaramai Samran, Siriprapa Saengpinit, and Pailin Subkasin. "Paraphrasing Strategies and Levels of Proficiency of an AI-generated QuillBot and Paraphrasing Tool: Case Study of Scientific Research Abstracts." JET (Journal of English Teaching) 10, no. 2 (2024): 110–26. http://dx.doi.org/10.33541/jet.v10i2.5619.
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AI-generated paraphrasing tools, especially QuillBot and Paraphrasing Tool, play a crucial role in preventing plagiarism in academic writing. However, their effectiveness and proficiency have been questioned, particularly regarding the adequacy of their strategies. This qualitative study analyzed the paraphrasing strategies and proficiency levels of QuillBot and Paraphrase Tool. Using a purposive sampling technique, all 30 abstracts from one issue of the Journal of Second Language Writing were paraphrased using the two paraphrasing tools in their standard modes, and the results were analyzed using the frameworks of Keck (2014) and Nabhan et al. (2021). The results of the study indicated that both tools primarily used synonym substitution, with QuillBot favoring word-level changes and Paraphrase Tool emphasizing sentence restructuring. QuillBot tended to show minimal revision, followed by moderate revision, while Paraphrase Tool exhibited more moderate revision, followed by minimal and substantial revision. Paraphrase Tool exhibited broader paraphrasing capability than QuillBot, but both tools show some paraphrasing limitations. Overall, while these tools may enhance some writing, writers should thoroughly review the core concepts of the original texts and grammatical structures in specific contexts. For novice writers, paraphrasing practice in classrooms should be conducted under teachers’ guidance. AI-generated tools should be secondary.
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Fitri, Ade Risya, and Utami Dewi. "UNDERGRADUATE STUDENTS’ PREFERENCE AND PERCEPTIONS ON THE USE OF QUILLBOT AND GRAMMARLY AS PARAPHASING TOOLS." Indonesian EFL Journal 10, no. 2 (2024): 167–74. https://doi.org/10.25134/ieflj.v10i2.9868.
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Several investigations have studied how using Grammarly and QuillBot as paraphrase tools affects EFL students' writing and attitudes. However, students' preferences regarding these tools for paraphrasing students' writing in Indonesia still seem few and have not been explored much. This research aimed to determine which paraphrasing tools undergraduate students prefer for translating their text. This study used a qualitative case study approach. Questionnaires and in-depth interviews were used to investigate students' preferences as data collection tools. Fifteen students were selected by purposive sampling and were administered an online questionnaire. Then, students participated in in-depth interviews and obtained further information from an online questionnaire. The writer then analyzed the data using frequency and thematic analysis. The findings reveal that students prefer QuillBot over Grammarly for three reasons. First, they consider QuillBot to be an easy-to-access and time-saving tool. Second, QuillBot is a paraphrasing tool with various features that help students to paraphrase their writing. Third, QuillBot helps students avoid plagiarism and keep the originality of their writing. However, Grammarly also received high marks because it uses proper grammar when paraphrasing students' writing. Therefore, combining these two paraphrasing tools will make the students' writing process more efficient and effective.
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Eka Fajar Rahmani. "Undergraduate Students‘ Perceptions on Quillbot Paraphrasing Tool." Scripta : English Department Journal 10, no. 2 (2023): 182–90. http://dx.doi.org/10.37729/scripta.v10i2.3674.
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The purpose is to investigate the students' perceptions of QuillBot utilization in writing class based on the framework of TAM 3. The problems include the students' perceptions of QuillBot in terms of usefulness, ease of use, and behavioral intention. The methodology is a descriptive study using a closed-ended questionnaire in the form of a Likert scale with five scales from strongly disagree to strongly agree. The questionnaire consists of 11 items covering three aspects: perceived usefulness, perceived ease of use, and behavioral intention to use QuillBot. The responses were then analyzed through a descriptive statistics framework, including frequency, percentage, and mean score. All aspects of TAM are perceived positively by the students. The perceived usefulness reaches 81.6%, categorized as positive perception, with a mean value of 4.26. The perceived ease of use reaches 90.75%, with a mean value of 4.34 categorized as strongly positive. The behavioral intention reaches 100% with a mean value of 4.82, categorized as strongly positive. This study has presented the result of an investigation of students'' perceptions of three aspects of TAM, including PU, PEU, and BI, towards QuillBot utilization. Therefore, QuillBot can be recommended as an alternative paraphrasing tool for EFL learners, especially in writing class.
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Talapngoen, Sureerat, and Wadinlada Thuratham. "The Effect of QuillBot Utilization on the Development of University Students’ Writing Skills." Studies in Self-Access Learning Journal 16, no. 2 (2025): 360–80. https://doi.org/10.37237/160206.
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To develop and elevate the writing skills of English education students’ programs, modern teaching and learning can be enhanced by integrating technology. However, students still lack the ability to apply technology to improve their writing skills. Thus, the study is interested in using QuillBot as an assistive tool for students. This research aims to (1) examine students’ writing ability improved through QuillBot utilization in the classroom, and (2) investigate students’ perceptions toward the use of QuillBot activities in developing writing skills. The participants in this study are 54 English education students from a public university in the Greater Maekong Sub-Region, Thailand. There were three instruments comprising the writing achievement test, questionnaire, and semi-structured interviews. The study used SPSS to determine mean scores and standard deviations for analyzing the quantitative data. The study’s results showed significant differences at the .05 confidence level in a paired t-test between the pre- and post-test scores. It can be proven that students who engage in QuillBot activities enhance their writing skills, extend their horizons through valuable features, and enable autonomous learning. Furthermore, the results from the questionnaire and interviews reflected students’ perceptions toward QuillBot as a productive method that facilitates developing their writing.
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M. Gunawan Supiarmo, Nora Listantia, Karoluslina, Rubiyatna Sakaroni, Gilang Primajati, and Dyah Puspitasari Ningthias. "Pelatihan Guru: Cara Cepat dan Mudah Menulis Artikel Ilmiah Berstandar Jurnal Nasional Bereputasi Menggunakan Artificial Intelliegence." Jurnal Pengabdian Inovasi Masyarakat Indonesia 3, no. 2 (2024): 108–14. https://doi.org/10.29303/jpimi.v3i2.5970.
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Penulisan artikel ilmiah berstandar jurnal nasional bereputasi sering kali menjadi tantangan bagi guru. Utamanya dalam konteks kesesuaian format, kualitas tulisan, dan kebaruan ide. Untuk mengatasi permasalahan tersebut, pemanfaatan teknologi artificial intelliegence (AI) menawarkan solusi yang dapat menyelesaikannya. Tujuan pengabdian ini ialah untuk memberikan pelatihan kepada guru dalam menulis artikel ilmiah melalui Quillbot, sebuah alat berbasis AI yang dirancang untuk membantu melakukan paraphrase kalimat, perbaikan bahasa, dan peningkatan kualitas tulisan. Metode pelatihan melibatkan pendekatan berbasis praktik, dimana peserta dilatih untuk memanfaatkan fitur-fitur Quillbot yang sesuai dengan pedoman lembaga jurnal terakreditasi. Hasil pelatihan menunjukkan peningkatan signifikan dalam keterampilan menulis guru, dan lebih dari setengah guru mempunyai persepsi positif terhadap penggunaan Quillbot untuk membantu menulis artikel ilmiah, sehingga kedepannya persepsi ini diharapkan dapat dipertahankan dan kemampuannya dapat dipratikkan dalam proses penulisan artikel ilmiah. Dengan demikian, integrasi teknologi AI seperti Quillbot dalam pelatihan menulis artikel ilmiah berpotensi menjadi solusi efektif untuk meningkatkan kualitas publikasi ilmiah guru di tingkat nasional.
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Febriani, Susanda, Supratman Zakir, and Fatma Sari. "PENGGUNAAN QUILLBOT DAN CHATGPT DALAM PENINGKATAN PEMAHAMAN PENULISAN ARTIKEL MAHASISWA PASCASARJANA PAI 2023 DI UIN PADANG." Idarah Tarbawiyah: Journal of Management in Islamic Education 4, no. 3 (2023): 272–79. http://dx.doi.org/10.32832/itjmie.v4i3.15599.
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Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa pascasarjana PAI 2023 di UIN Padang terhadap penggunaan ChatGPT dan Quillbot di era pendidikan 4.0. Di era pendidikan yang ditandai dengan perkembangan teknologi, ChatGPT sebagai chatbot berbasis kecerdasan buatan menawarkan potensi yang menarik dan Quillbot sebagai alat bantu menulis yang sangat berguna bagi mahasiswa yang ingin meningkatkan kualitas tulisan. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan Technology Acceptance Model (TAM), dan pengumpulan data dilakukan melalui wawancara. Responden terdiri dari 6 orang mahasiswa pascasarjana PAI 2023 di UIN Padang. Hasil analisis menunjukkan bahwa 3 orang mahasiswa memiliki persepsi yang positif terhadap penggunaan ChatGPT dan Quillbot dalam pengembangan diri, peningkatan kualitas, kreativitas, efisiensi waktu, dan produktivitas belajar. 2 orang mahasiswa juga merasa senang dan puas serta memiliki motivasi yang tinggi dalam menggunakan ChatGPT. 1 orang mahasiswa tidak menggunakan ChatGPT maupun Quillbot dalam menyelesaikan tugasnya. Penelitian ini memberikan wawasan yang berharga bagi institusi pendidikan dan pengembang teknologi untuk mengoptimalkan penggunaan teknologi kecerdasan buatan dalam pengalaman belajar siswa di era pendidikan 4.0.
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Mohammad, Taj, Mohd Nazim, Ali Abbas Falah Alzubi, and Soada Idris Khan. "Examining EFL Students' Motivation Level in Using QuillBot to Improve Paraphrasing Skills." World Journal of English Language 14, no. 1 (2023): 501. http://dx.doi.org/10.5430/wjel.v14n1p501.
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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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Andika Guruh Saputra and Suswati Hendriani. "Students’ Perception on the Advantages of Using Quillbot in Their English Learning." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 12, no. 2 (2025): 2523–36. https://doi.org/10.24256/ideas.v12i2.5892.
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Artificial intelligence is something that is also part of the modern era and helping many people in English Learning, this study aimed to find out students' perception on the advantages of using QuillBot in their English learning, by looking at the benefits of the use of all classes of students in the English Teaching Department, how they perceive this application, to determine how many students use QuillBot, this is assisted by an Open-ended Question which is distributed in advance to classes 21-24 using Google form after the data is obtained then the data is classified into each class then interviewed, then the data is processed by transcribing and reducing the data until it gets saturated data from the perceptions of students in each class. The results found that there were 16 student perceptions about the use of QuillBot in English Learning that helped them in their Writing, reading, and Speaking skills, so it can be concluded that the use of QuillBot in English Learning provides many benefits.
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Filfilan, Shukri, and Hassan Saleem Alqurashi. "The Impact of Using the QuillBot AI Application on English Writing Skills Development among EFL Learners in Saudi Arabia." Journal of English Language Teaching and Applied Linguistics 7, no. 2 (2025): 231–39. https://doi.org/10.32996/jeltal.2025.7.2.22.
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This study explores the effect of employing the QuillBot AI application on Saudi EFL learners’ writing skills development. The study recruited 54 school students as participants; they were split into two groups: the experimental group (27 students) and the control group (27 students). The quasi-experimental design was used with the two groups; for each group, the pre- and post-tests were conducted before and after the intervention. For data analysis, the study used the SPSS package programme. The study results revealed that there are statistically significant differences between the two groups in favour of the experimental group, which implies a positive role of using QuillBot in enhancing the writing skills of Saudi EFL learners. The results of the study confirm that the QuillBot application is a necessary instrument for enhancing writing skills as it offers many useful features such as instant feedback, instant error correction, and suggestions of synonyms and sentence structure. Finally, the study made some recommendations for teachers and learners of EFL, including the incorporation of QuillBot and other AI applications in teaching and learning writing skills.
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Arackal, A., S. S. Sonawane, and G. Guzman. "Russell body gastritis: a case series and review of literature." American Journal of Clinical Pathology 160, Supplement_1 (2023): S40. http://dx.doi.org/10.1093/ajcp/aqad150.089.
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Abstract Introduction/Objective Russell body gastritis is considered a rare finding characterized by Russell body-containing plasma cells in the lamina propria. Patients typically present with nonspecific findings. In this study, clinical and histopathological features of 3 cases with incidental findings of Russell body gastritis (RBG).&lt;quillbot-extension- portal&gt;&lt;/quillbot-extension-portal&gt; Methods/Case Report The Epic SlicerDicer tool was used to identify institutional cases between April 2022 to April 2023 using the keyword “Russell Body”. Using the PubMed database, we searched for articles published between January 2003 and April 2023, with the keyword "Russell body gastritis". Studies that described novel RBG cases were included.&lt;quillbot-extension- portal&gt;&lt;/quillbot-extension-portal&gt; Results (if a Case Study enter NA) The three cases were female with a mean age of 47 (42-51). Two patients were presented with chronic dyspepsia and one patient was being evaluated for right upper quadrant pain. The endoscopic finding for one patient was significant for multifocal erythematous gastric mucosa and the other two patients had unremarkable findings. Biopsies from the three patients revealed active gastritis in 2 cases and inactive chronic gastritis in 1 case. A dense accumulation of plasma cells with Mott cells and Russell bodies were identified in the lamina propria. Helicobacter pylori was identified on H. pylori stain in one case. Upon further investigation, CD138 highlights the plasma cells and kappa and lambda ISH demonstrated polyclonal plasma cells and cytokeratin AE1:AE3 was negative for a carcinoma A review of 64 previously reported cases of RBG shows that the average age of presentation is 63. Half of the cases were associated with Helicobacter pylori infection. Other associated conditions include multiple myeloma (3%) and HIV (6%). There have been 12 cases with monoclonal plasma cells with 10 cases of kappa-type monoclonality (including one case of duodenitis) and 1 case of lambda-type monoclonality.&lt;quillbot-extension-portal&gt;&lt;/quillbot- extension-portal&gt; Conclusion Most cases of RBG have been linked with helicobacter pylori. However, the underlying etiology is not well understood. Differentials include plasmacytoma, MALToma, and signet ring carcinoma. The clinical significance and its long-term effect remain unknown. Our report is the largest review of RBG. With its wide range of clinical presentations, additional cases are to define this entity better.&lt;quillbot-extension-portal&gt;&lt;/quillbot-extension-portal&gt;
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Amyatun, Riza Laras, and Adhan Kholis. "Can Artificial Intelligence (AI) like QuillBot AI Assist Students’ Writing Skills? Assisting Learning to Write Texts using AI." ELE Reviews: English Language Education Reviews 3, no. 2 (2023): 135–54. http://dx.doi.org/10.22515/elereviews.v3i2.7533.
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At present, it is undeniable that the influence of Artificial Intelligence (AI) in learning English is increasing. AI helps students develop English sentences. This study aims to assist eleventh-grade students’ skills in creating hortatory exposition texts using QuillBot AI. It was Classroom Action Research (CAR) using the Kemmis, McTaggart, and Nixon paradigm conducted in two cycles, each consisting of three meetings. Each cycle included planning, acting, observing, and reflecting. The participants of this study were students from XI IPA 2A, consisting of 20 students. The data collection technique employed was a test. Before giving treatment, the students did a pre-test in the form of a writing test. Then, the researcher taught the students using Quillbot AI in several meetings. A paired sample t-test was administered using the SPSS version 25 to analyze the obtained data. The findings revealed that using QuillBot AI in the writing class considerably improved students’ writing skills. It was demonstrated by the results of the students’ writing test scores. In the pre-test, the students’ mean score was 53.55. Then, after utilizing QuillBot AI, the students’ mean post-test score was 78.90. In addition, the significance of the difference could also be seen in the acquisition of a sig. (2-tailed) value of 0.000, which meant it was smaller than 0.05. Based on the statistics presented, Ho was refused, and Ha was approved, indicating that QuillBot AI’s usage impacted the students’ ability to create hortatory exposition texts.
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Rasidin, Rayhan Hanif, Muhammad Asrianto, and Ariana. "USING QUILLBOT GRAMMAR CHECKER TO HELP STUDENTS WRITING SKILLS AT SMA 9 MUHAMMADIYAH MAKASSAR." Journal of Language Testing and Assessment 5, no. 1 (2025): 11–16. https://doi.org/10.56983/jlta.v5i1.929.
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The objective in this research was to help students in writing with using quillbot grammar checker at SMA 9 Muhammadiyah Makassar in the academic years of 2022/2023.the study used quantitative research as its methodology. Pre-test and post-test about composing recount text were employed in this study. Students in the XI class at SMA 9 Muhammadiyah Makassar during the academic years 2022-2023 were focus of this study. In this study, samples were chosen at random, and the total population was 122 students, and the sample number was 24 students. The researcher used the writing test to gather quantitative information. The type of test was a recount text in which different topics are given to recount. The mean score of pre-test in the terms of students’ writing was 76, while in the post-test was 93, 4, and the improvement was 22, 89%. It could be concluded that helping students’ writing shows that the using quillbot grammar checker improved the students’ writing, especially in terms of content, organization, vocabulary, language use, and mechanics. It indicated that there is significant improvement in students writing skills after being used quillbot grammar checker. Based on the result, quillbot grammar checker needed by students. It showed that using quillbot grammar checker was effective to help in learning process especially in writing. The researcher advised students to use any similar tools or website if it necessary but don’t forget to learn more about writing and always keep practice.
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Duncanson, Julia. "Supporting L2 Writing Using QuillBot." GATESOL Journal 33, no. 1 (2024): 30–36. http://dx.doi.org/10.52242/gatesol.195.
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As Artificial Intelligence (AI) grows in accessibility and popularity, educators are faced with the challenge to adopt this new form of information disbursement. AI platforms could benefit language learning by providing individual writing support in addition to classroom teacher instructional support. AI platforms could pose risks to student fidelity with AI produced work product. This paper will discuss and exemplify the use of QuillBot, an AI writing platform, that could be used as a teaching and learning tool for second language (L2) writing instruction. By using this technology to plan meaningful and student tailored lessons, educators can continue to provide an interactive learning space for multilingual learners (MLs) in the language classroom.
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Safitri, Bujing, Utami Dewi, and Achmad Ramadhan. "EFL Students’ Preferences of Artificial Intelligence (AI) for Writing." Jurnal Ilmu Sosial, Humaniora dan Seni 3, no. 1 (2024): 702–5. https://doi.org/10.62379/jishs.v3i1.2008.
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This study examines the preferences of EFL (English as a Foreign Language) students regarding the use of artificial intelligence (AI) in writing, specifically at the State Islamic University of North Sumatra. The study explores how AI tools such as DeepL Translator, Google Translator, Grammarly, QuillBot, and ChatGPT enhance students' writing quality. Data was collected through questionnaires and semi-structured interviews from 15 students in the English Education program. The results indicate that DeepL Translator is the preferred tool for translation due to its editing flexibility, followed by Google Translator and QuillBot. QuillBot and Grammarly dominate in grammar checking, chosen for their ability to boost students' confidence in writing. ChatGPT is the most commonly used AI for generating writing ideas, while QuillBot ranks highest for paraphrasing. These findings reveal that although AI provides quick and specific feedback, there are concerns about over-reliance on this technology. The study concludes that while AI is a practical writing aid, its use should be balanced to avoid hindering the development of independent writing skills. This research provides important insights into integrating AI in writing instruction in EFL environments.
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Syarani, Arinda, Evi Rosmiyati, Ferri Hidayad, Soudaphone Vongphachanh, and Khamsavanh Phommasane. "THE ROLE OF QUILLBOT IN ENHANCING NARRATIVE WRITING SKILLS AMONG ELEVENTH GRADE STUDENTS." Esteem Journal of English Education Study Programme 8, no. 2 (2025): 157–67. https://doi.org/10.31851/esteem.v8i2.18733.
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This study explored the impact of QuillBot, an AI-driven writing assistant, on improving the narrative writing abilities of eleventh-grade students at SMA Daarul Aitam Palembang. Writing narrative texts poses a significant challenge for English learners due to the complexities of grammar, vocabulary, and coherent idea development. Adopting a quantitative methodology, the research utilized a One-Group Pre-test Post-test Design involving 30 students who completed a narrative writing task titled “The Best Day Ever” both before and after the intervention. During the treatment phase, participants were trained in using various QuillBot features—such as paraphrasing, grammar correction, and vocabulary enhancement—to revise their work. The findings revealed a notable improvement in the average score, rising from 58.33 on the pre-test to 80.00 on the post-test. A paired sample t-test further validated the tool’s effectiveness, yielding a significance value of 0.000, well below the 0.05 threshold. These results suggest that QuillBot significantly aided students in minimizing grammatical mistakes, enriching their vocabulary, and structuring their ideas more effectively. Overall, the study underscores the potential of QuillBot as a supportive resource in English writing instruction, particularly within EFL learning environments.
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Takary, Ghazali, and Sabrina Sabrina. "Enhancing EFL Writing Proficiency through an AI-Integrated Platform: QuillBot’s Role in Learners’ Engagement and Skill Development." Proceedings of International Conference on Education 3, no. 1 (2025): 293–98. https://doi.org/10.32672/pice.v3i1.3490.
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This study explored the integration of artificial intelligence (AI), particularly QuillBot, into English as a Foreign Language (EFL) instruction at Universitas Serambi Mekkah (USM). As digital tools become increasingly significant in education, AI technologies like QuillBot provide students with real-time writing assistance, helping them refine grammar, paraphrase text, and develop vocabulary. This research investigated how QuillBot is utilized by EFL lecturers and students, its pedagogical impacts, and the challenges of incorporating such AI tools in academic writing contexts. Employing a mixed-methods approach, the study collected quantitative data from 30 students and qualitative insights from interviews with 5 lecturers. Findings revealed that QuillBot significantly enhances learner engagement, confidence, and writing fluency, particularly through features such as paraphrasing and grammar correction. While students reported increased motivation and reduced writing anxiety, lecturers acknowledged its usefulness in large classes but expressed concerns about over-reliance and reduced critical thinking. The study highlights both the pedagogical potential and ethical considerations of AI tools in regional university contexts. It underscores the need for structured AI integration, student training in digital literacy, and the development of institutional guidelines to ensure responsible and effective use.
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Mohammad, Taj. "Challenging Traditional EFL Writing Classroom Using Al Mediated Tool: A Paradigm Shift." World Journal of English Language 14, no. 2 (2024): 211. http://dx.doi.org/10.5430/wjel.v14n2p211.
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Students usually find the traditional writing classroom cumbersome due to its teacher centered approach that hardly allows learners take charge of their own learning. As a result of not being actively engaged in the classroom and nature of writing requiring a rigorous practice, students lag behind in developing writing skills including the paraphrasing ones. In order to deal with this situation, this study employs QuillBot, an AI-mediated and learner-centered tool, in a group pre/post quasi-experimental research to mend EFL students' writing and paraphrase skillsSpecific focus areas include summarization, grammar and spelling, rewriting sentences, sequencing sentences, identifying correct sentences, and matching phrasal verbs. 25 EFL students enrolled in the Technical Report Writing course and using QuillBot, an AI-mediated tool, comprised the research sample. Through pre- and post-experimental assessments, researchers assessed how well the students' writing skills performed both before and after the experiment. The dependent-sample t-test affected the post-test results. It was shown that the AI-mediated tool QuillBot significantly enhanced the writing skills of EFL students. Furthermore, a semi-structured interview was carried out to cross-validate the information gathered from the written samples. The semi-structured interview included questions about the students' observations and experiences using the instrument. The researchers suggested using QuillBot in a writing class to help students master writing and paraphrasing techniques in light of the findings. The results of the present research into the AI-mediated tool QuillBot may have ramifications for addressing other EFL teaching and learning issues.
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Dea Aisyah Wulandari, Vopy Ulitia Putry, Fristy Nur Rahmadani, and Erwin Pohan. "Trend Issue of Using Technology in English Foreign Language Teaching Context." EDUJ : English Education Journal 2, no. 2 (2024): 104–8. https://doi.org/10.59966/eduj.v2i2.1468.
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This paper aims to provide a comprehensive understanding of how the use of technology has changed and influenced the way language is learned, and the integration of technology, specifically AI-powered tools like Deep-L QuillBot and Grammarly, impacted foreign language teaching and learning. This study through narrative reviews, researchers can combine several viewpoints and utilize the distinct perspectives of the review team, which will influence the analysis. The integration of artificial intelligence-based technologies such as Deep-L, Grammarly, and QuillBot has proven to be instrumental in enhancing foreign language learning, particularly in improving students'' writing skills. Studies show a trend in recent years of using AI tools Deep-L, Grammarly and QuillBot of measurable improvements in language skills, such as better understanding of sentence structure and reduced grammatical errors.
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Pham, Ngoc Quynh Nhu. "<b>The Perspectives of Post-graduates Majoring in English Regarding the Usage of QuillBot to Enhance Paraphrasing Skills</b>." International Journal of AI in Language Education 1, no. 1 (2024): 29–40. http://dx.doi.org/10.54855/ijaile.24113.
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Paraphrasing is considered an important skill for postgraduates in their journey toward pursuing an academic degree. This skill helps postgraduates avoid plagiarism and showcases their ability to analyze, research, and perform academic writing tasks. Although numerous studies have determined the importance of this skill, most postgraduates still frequently need help in achieving paraphrasing proficiency. The emergence of QuillBot, an AI-powered paraphrasing tool, is a potential solution for these frequent challenges in learning paraphrasing skills. The overall benefits of QuillBot on the academic writing skills of English learners have been recognized and proven in various studies. However, only some studies have delved into how QuillBot assists postgraduates who took part in improving their paraphrasing skills, serving the academic genre of writing. Therefore, this study recruited twenty English-majored postgraduates to investigate.
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El-Garawany, Marwa Said Mustafa. "The Effects of a QuillBot-Based Intervention on English Language Majors’ EFL Writing Performance, Apprehension, and Self-Efficacy." Language Teaching Research Quarterly 43 (February 2024): 167–89. https://doi.org/10.32038/ltrq.2024.43.10.
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Some recent studies have reported positive effects of artificial intelligence (AI)-powered writing assistants on students’ EFL writing skills, but their impact on affective factors has yet to be examined. Thus, the present study investigated the effects of a QuillBot-based intervention on English Language majors’ EFL writing performance, apprehension, and self-efficacy. The participants constituted 18 fourth-year students in the English Language Department, Faculty of Archaeology and Languages, Matrouh University, during the second semester of the 2023-2024 academic year. For six weeks, students performed in-class and out-of-class QuillBot-based activities where they collaboratively developed their first drafts, reviewed the AI-generated feedback, revised their writing, and wrote their final drafts. One test and two scales were administered before and after experimentation to measure the effects of the proposed intervention. Qualitative data was also collected from the students’ reflective reports to gain deeper insights into their perceptions of the intervention in improving their writing and affective states. The results revealed that the QuillBot-based intervention had significant positive effects on students’ writing performance, apprehension, and self-efficacy. The students also displayed largely positive perceptions toward it. Such results suggest that using QuillBot collaboratively can enhance writing performance, reduce writing apprehension, and promote writing self-efficacy among EFL learners.
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Fitria, Tira Nur. "QuillBot as an online tool: Students’ alternative in paraphrasing and rewriting of English writing." Englisia: Journal of Language, Education, and Humanities 9, no. 1 (2021): 183. http://dx.doi.org/10.22373/ej.v9i1.10233.
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QuillBot is an online application to paraphrase writing, avoid plagiarism, summarize long sentences and improve grammar to be more precise and look professional. The objective of this research is to review the QuillBot as an Artificial Intelligence (AI) tool system for students’ in paraphrasing and rewriting English writing both in the free and premium versions. This research applies descriptive qualitative. The data used is an English abstract article. The results show that QuillBot paraphrasing tools use several ways to paraphrase the text: 1) paraphrasing by using equations or synonyms, 2) paraphrasing by changing the form of the word, 3) paraphrasing by using active or passive sentences, and 4) paraphrasing by changing the order of words in sentences. This paraphrasing uses Standard Mode, which serves to balance changes to the text when users input them but still keeps them from changing the actual (original) meaning of the text, also making the result look more original. QuillBot is one of the paraphrasings and summarizing tools that can be used by students for rewriting any content based on a state-of-the-art AI system. This tool can be the students’ alternative which provides a solution by helping paraphrase when students do not have the idea to paraphrase English writing manually. However, a good knowledge of vocabulary and understanding of English grammar, of course, will help students or other users (s) both in using online or manual paraphrasing to be better or the best quality.
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Latifah, Siti, Abdul Muth'im, and Nasrullah Nasrullah. "The Use of QuillBot in Academic Writing." Journey: Journal of English Language and Pedagogy 7, no. 1 (2024): 110–21. http://dx.doi.org/10.33503/journey.v7i1.4047.
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In recent years, QuillBot, an AI-powered writing assistance tool, has gained significant attention within the academic writing sphere due to its innovative features to enhance productivity and improve the quality of written content. This study, employing the systematic literature review method, aims to explore the use of QuillBot in academic writing. A total of seventeen research publications published between 2018 and 2024 were included in this study. These articles were gathered from reliable databases such as Google Scholar, Semantic Scholar, ResearchGate, Emerald Insight Journals, Springer, ScienceDirect, and Taylor & Francis. The findings discovered that, while users value its time-saving features, concerns regarding overreliance and potentially hindering critical skills development exist. QuillBot significantly enhances writing quality and efficiency by detecting errors, paraphrasing, and expanding vocabulary. It also addresses language barriers and plagiarism concerns. Additionally, its function as a complement to autonomous writing and critical thinking was highlighted, and caution against over-reliance was suggested. Therefore, further research is needed to examine its influence on academic performance, effectiveness across linguistic contexts, and function in writing instruction.
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Zulfikar. "PEMANFAATAN APLIKASI QUILLBOT UNTUK MENINGKATKAN KETERAMPILAN MENULIS GURU." JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam 19, no. 2 (2023): 118–31. http://dx.doi.org/10.58645/jurnalazkia.v19i2.434.
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Keterampilan guru menulis sangat besar pengaruhnya dalam menciptakan pembelajaran yang efektif, penyusunan rencana pembelajaran yang koheren, dan pemberian umpan balik yang bermakna. Namun sayangnya guru masih sangat jarang mendapatkan dukungan dan kesempatan untuk mengembangkan keterampilan yang sering kali luput dari perhatian ini. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan keterampilan menulis guru Sekolah Menengah Atas Negeri 1 Panyabungan Selatan, Mandailing Natal, dengan membekali mereka dengan kemampuan untuk menggunakan aplikasi QuillBot untuk membantu mereka menghasilkan teks yang jelas dan koheren. Pengabdian kepada masyarakat ini melibatkan 30 orang guru dari berbagai mata pelajaran dan dilakukan dalam beberapa tahap, meliputi persiapan, pelaksanaan, dan evaluasi. Tulisan para peserta sebelum dan sesudah pelatihan penggunaan Quillbot dievaluasi, dan dengan penggunaan Quillbot, tulisan mereka menunjukkan peningkatan kualitas dalam aspek koherensi, tata bahasa, dan struktur. Kuesioner yang diisi oleh peserta selama pelaksanaan kegiatan menunjukkan bahwa keterampilan menulis mereka rata-rata berada pada tingkat menengah dan mereka umumnya merasa tidak nyaman dalam menulis. Melalui kuesioner, informasi juga diperoleh tentang tantangan yang dihadapi para peserta dalam menulis. Harapan dan saran mereka juga diidentifikasi sebagai evaluasi pelaksanaan kegiatan pengabdian kepada masyarakat ini.
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Latifah, Siti, Abdul Muth’im, and Nasrullah Nasrullah. "The Use of QuillBot in Academic Writing: A Systematic Literature Review." Journey: Journal of English Language and Pedagogy 7, no. 1 (2024): 110–21. https://doi.org/10.33503/journey.v7i1.872.
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In recent years, QuillBot, an AI-powered writing assistance tool, has gained significant attention within the academic writing sphere due to its innovative features to enhance productivity and improve the quality of written content. This study, employing the systematic literature review method, aims to explore the use of QuillBot in academic writing. A total of seventeen research publications published between 2018 and 2024 were included in this study. These articles were gathered from reliable databases such as Google Scholar, Semantic Scholar, ResearchGate, Emerald Insight Journals, Springer, ScienceDirect, and Taylor & Francis. The findings discovered that, while users value its time-saving features, concerns regarding overreliance and potentially hindering critical skills development exist. QuillBot significantly enhances writing quality and efficiency by detecting errors, paraphrasing, and expanding vocabulary. It also addresses language barriers and plagiarism concerns. Additionally, its function as a complement to autonomous writing and critical thinking was highlighted, and caution against over-reliance was suggested. Therefore, further research is needed to examine its influence on academic performance, effectiveness across linguistic contexts, and function in writing instruction.
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Hiếu, Bùi Văn, Hoàng Mai Huy та Cù Thị Thanh Hằng. "ÁP DỤNG ỨNG DỤNG QUILLBOT NHẰM CẢI THIỆN KỸ NĂNG TÁI DIỄN ĐẠT TRONG VIẾT BÀI LUẬN HỌC THUẬT ĐỐI VỚI SINH VIÊN CHUYÊN NGÀNH NGÔN NGỮ ANH, TRƯỜNG NGOẠI NGỮ, ĐẠI HỌC THÁI NGUYÊN". TNU Journal of Science and Technology 227, № 13 (2022): 116–24. http://dx.doi.org/10.34238/tnu-jst.6717.
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Nghiên cứu này nhằm mục đích đánh giá về hiệu quả của Quillbot trong việc nâng cao năng lực viết luận học thuật của sinh viên và thái độ của sinh viên đối với ứng dụng này. Về công cụ tái diễn đạt, Quillbot sử dụng nhiều biện pháp hiệu quả để tái diễn đạt văn bản, bao gồm: sử dụng từ đồng nghĩa, thay đổi loại từ, sửa đổi cấu trúc và thay đổi thứ tự từ trong câu. Các mẫu cho nghiên cứu là 20 sinh viên chuyên ngành Ngôn ngữ Anh năm thứ ba. Phương pháp nghiên cứu hành động và sự kết hợp giữa kiểm tra trước và sau với bảng câu hỏi đã được sử dụng để thu thập dữ liệu phục vụ cho nghiên cứu. Đầu tiên, có bài kiểm tra dành cho sinh viên trước và sau mười tuần áp dụng để đánh giá khả năng viết của họ. Sau đó, một bảng câu hỏi đã được đưa ra để điều tra thái độ của họ đối với các khía cạnh khác nhau trong thời gian họ sử dụng Quillbot. Kết quả sơ bộ cho thấy Quillbot đã giúp những người tham gia nghiên cứu xây dựng vốn từ vựng và trau dồi khả năng sử dụng ngôn ngữ linh hoạt và hiệu quả, đồng thời sinh viên đã thể hiện thái độ hoan nghênh ứng dụng này. Kết quả của nghiên cứu này sẽ có lợi cho các giảng viên trong việc thực hiện nhiều nghiên cứu hơn để hỗ trợ sinh viên cải thiện khả năng viết tiếng Anh của họ.
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Yoandita and Yenni Hasnah. "QUILLBOT AS AN ALTERNATIVE WRITING TOOL: EXAMINING ITS USES ON THE ACADEMIC WRITING PERFORMANCE OF EFL LEARNERS." Esteem Journal of English Education Study Programme 7, no. 2 (2024): 401–12. http://dx.doi.org/10.31851/esteem.v7i2.15254.
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This study aimed to assess whether the use of QuillBot enhanced the academic writing skills of EFL learners in the English Education Department at Universitas Muhammadiyah Sumatera Utara. Pre-experimental design was implemented in this research. The participants in the research were selected from a class of 20 English as a Foreign Language (EFL) learners who had recently completed their academic writing classes the previous semester. Data from the pre-test and post-test was collected and a t-test was used for analyses using SPSS 29.0 version. This test consisted of an academic writing test about things that transpired in the educational sphere. The pre-test score reached 123, while the post-test score was 285. The data demonstrates that the t-test result was 56.53. The significance level of a = 0.05. The results determined that Sig (2-tailed) 0.000 is the probability value for the pre-test and post-test data for the EFL academic writing performance by using QuillBot. H0 is rejected since the probability (Sig.) 0.000 < 0.05. Furthermore, the results strongly indicate that QuillBot has greatly enhanced EFL learners' academic writing skills.
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Sibghatullah Mujadidi, Siti Suharsih, Salma Syadilla, Rifa Reviana Aprillia, Elda Nabila, and Ratna Suci Cahyaningrom. "Workshop Pengenalan Quillbot Sebagai Alat Bantu Menulis." Jurnal Kabar Masyarakat 1, no. 4 (2023): 218–25. http://dx.doi.org/10.54066/jkb.v1i4.1080.
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Writing is an activity carried out by someone to create a written work. Writing is one of the skills that students must have. In this modern era, the use of sophisticated technology can help writing activities to create even better written works. This workshop aims to socialize Quillbot as a writing tool that can be used by students to create written works. This workshop presented two speakers. The first resource person was a teacher at SMA Negeri 6 Serang City who explained material related to scientific writing. Meanwhile, the second resource person was an UNTIRTA student who explained the material and demonstrated the use of Quillbot. Based on the results and discussions, this workshop activity really helped students to practice their writing skills.
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Susanti, Nila, Cholimatus Zuhro, Agus Setia Budi, Alfi Hidayatu Miqawati, and Fitri Wijayanti. "Pelatihan Menulis Paragraf Deskriptif Memanfaatkan Artificial Intelligence (AI) Bagi Siswa SMKN 1 Jember." TAAWUN 4, no. 02 (2024): 347–57. https://doi.org/10.37850/taawun.v4i02.734.
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This service aims to increase students' knowledge and skills in writing descriptive paragraphs by using AI in the learning process. The implementation of the service involved 30 students in English lessons by combining several methods, namely lecture, demonstration, simulation, and discussion methods including preparation, implementation, and evaluation stages. The descriptive paragraph writing results of the students before and after the training on the use of Quillbot were evaluated, and with the use of Quillbot, their writing showed improvement in expressing ideas and developing paragraphs logically and systematically, quality in grammatical aspects, and more structured. Questionnaires filled out by participants during the implementation of the activity showed that many students had not utilized Artificial Intelligence so far in any case, especially related to learning activities. Through this training, students have the ability and knowledge from experience in using AI in writing descriptive paragraphs.
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Syahnaz, Mufida, and Rahmah Fithriani. "Utilizing Artificial Intelligence-based Paraphrasing Tool in EFL Writing Class: A Focus on Indonesian University Students’ Perceptions." Scope : Journal of English Language Teaching 7, no. 2 (2023): 210. http://dx.doi.org/10.30998/scope.v7i2.14882.
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<span>This </span><span lang="EN-US">study aims to investigate students’ perception of <em>QuillBot</em> utilization in an EFL academic writing</span><span lang="EN-US">course. This phenomenological case study involved </span><span>20</span><span lang="EN-US"> s</span><span>ixth</span><span lang="EN-US">-semester students majoring in English Education as the participants. Data were collected through an online questionnaire distributed to all of the participants and face-to-face interviews with five participants who were purposefully selected based on their responses to the questions in the online questionnaire</span><span>. </span><span lang="EN-US">The results of the data analysis reveal that the students exhibited positive responses toward the utilization of </span><em><span>QuillBot</span></em><span lang="EN-US"> in academic writing.</span><span lang="EN-US"> Furthermore, they also find <em>QuillBot</em> beneficial for three reasons; first, it helps improve the content or argument; second, it minimizes grammatical errors, and third, it enhances the language used in their manuscripts. It could be concluded that integrating artificial intelligence such as online paraphrasing tools helps EFL students overcome some </span><span lang="EN-US">difficulties encountered in writing academic papers, and consequently improve their writing products.</span><span lang="EN-US">This study implies that the use of AI-based technology in language classrooms would be advantageous in a variety of ways; however, further research is required to determine the relative importance of each element regarding students' use of the AI-based paraphrasing tool, particularly </span><em><span>QuillBot.</span></em><p> </p>
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Ghounane, Nadia, Asma Rahmani, and Khairi Al-Zubaidi. "Exploring Algerian EFL Master’s Students’ Attitudes Toward AI-giarism." Indonesian Journal of Social Science Research 5, no. 2 (2024): 444–59. https://doi.org/10.11594/ijssr.05.02.07.
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This paper explores Algerian EFL Master’s students’ attitudes toward using AI Generators like QuillBot and ChatGPT to AI-giarize. The researchers selected 66 Algerian EFL Master’s students from the University of Saida, Dr. Moulay Tahar, Algeria. The study adopted a semi-structured questionnaire and an analysis of three selected Master’s theses. The results indicated that students shared positive attitudes toward AI generators in plagiarising, including QuillBot. The findings also revealed that the students had poor knowledge acknowledging the use of these generators. The results also showed that the students received no guidance from their teachers and supervisors on the advantages of these generators in academic writing and raising their awareness against their use to plagiarize. The study concludes that AI generators harm the Algerian educational system if case institutions and universities do not put regulations and raise teachers’ and students’ awareness toward their use.
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Fiki Setiawan and Annas Alkhowarizmi. "Exploring an Artificial Intelligence as Automated Feedback Program in EFL Writing." ETERNAL (English Teaching Journal) 16, no. 1 (2025): 202–24. https://doi.org/10.26877/eternal.v16i1.1206.
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This study investigates the effectiveness of Artificial Intelligence (AI) tools, namely Grammarly, QuillBot, and Ginger Software, in providing automated feedback for English as a Foreign Language (EFL) writing among Indonesian undergraduate students. It examines the potential of these AI-powered applications in identifying and correcting grammatical, punctuation, and clarity issues and paraphrasing in student writing. This research applied a descriptive qualitative method involving document analysis and interviews. The study involved comparing these tools' corrective feedback and conducting interviews with EFL writing students to understand their perceptions of using these tools. The research findings indicate varying levels of error detection and correction suggestions across the tools, with some differences in their efficiency. While Grammarly, QuillBot, and Ginger Software show promise in enhancing EFL writing skills, the study highlights the importance of not solely relying on these tools. Key findings reveal that Grammarly excels in grammatical accuracy, QuillBot offers superior paraphrasing capabilities, and Ginger provides limited feedback in comparison. It suggests that integrating AI feedback with traditional methods of teacher and peer reviews can lead to optimal writing outcomes. The paper also discusses students' perceptions of using these tools, noting a preference for Grammarly due to its simplicity and effectiveness. Students reported improved grammar and motivation but exhibited tendencies toward over-reliance, potentially limiting critical thinking and independent writing skills. However, some students exhibited over-reliance on these tools, potentially hindering their critical thinking and independent writing skills. The study emphasizes the importance of using AI-powered tools strategically, alongside human editing and critical thinking practices, to maximize EFL writing development.
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Suharto, Ririn Pratiwi, Zubaidi, Nurdjizah, Aulia Nourma Putri, and Putri Sekarsari. "THE USE OF AI-BASED WRITING TOOLS (QUILLBOT AND CHATGPT) IN DEVELOPING THE WRITING COMPETENCE OF LANGUAGE LEARNERS." Esteem Journal of English Education Study Programme 8, no. 2 (2025): 259–69. https://doi.org/10.31851/esteem.v8i2.18956.
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The study explored the impact of AI-based writing tools, namely QuillBot and ChatGPT, on enhancing the writing competence of students enrolled in the English for Business Writing course within the D4 Marketing Management program at Politeknik Negeri Malang. Employing a descriptive qualitative approach, data were collected through a series of pre-tests and post-tests to assess changes in students’ writing performance. The findings demonstrated a marked improvement across various writing components, with average scores consistently exceeding 3.0. ChatGPT played a pivotal role in facilitating idea generation and structuring written texts, while QuillBot proved effective in refining grammatical accuracy, spelling, and vocabulary usage. When used in tandem, these tools significantly improved the content quality, coherence, and overall organization of students' writing. The study recommends the sustained integration of these AI-powered applications alongside systematic writing practice and constructive teacher feedback. Moreover, it offers practical insights for language educators seeking to leverage artificial intelligence to support and enhance learners' writing development.
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A. younis, Hussein, Osamah Mohammed, Muthmainnah, et al. "ChatGPT Evaluation: Can It Replace Grammarly and Quillbot Tools?" British Journal of Applied Linguistics 3, no. 2 (2023): 34–46. http://dx.doi.org/10.32996/bjal.2023.3.2.4.
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This study aims to assess the capabilities of ChatGPT in comparison to widely utilized writing assistance tools such as Grammarly and Quillbot. The evaluation involves an examination of ChatGPT's performance across multiple dimensions, encompassing grammar and style correction, plagiarism detection, and overall enhancement of writing quality. Employing a series of tests and comparative analyses, this research investigates the potential suitability of ChatGPT as a viable alternative to Grammarly and Quillbot in supporting writers and enhancing the quality of written content. The outcomes and insights derived from this evaluation offer valuable guidance for individuals and professionals seeking effective writing assistance tools. This article comprehensively reviewed 10 distinct cases of Question(, covering aspects like grammar, parts of speech, proofreading, rephrasing, plagiarism detection, citation, audience engagement, writing style, tone (with a focus on optimism), and the creation of a short story complete with a title. This evaluation encompassed an assessment of various artificial intelligence tools, with specific attention given to ChatGPT. The results of this assessment demonstrated enhanced efficiency and effectiveness in achieving desired writing goals, with notable exceptions observed in addressing plagiarism and citation-related issues.