Utilizing Artificial Intelligence-based Paraphrasing Tool in EFL Writing Class: A Focus on Indonesian University Students’ Perceptions

Abstract

<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>