Unlocking Student Insights: The Role Of Quillbot In Academic Writing

Abstract

AI tools have become widely used in the educational field, providing students with innovative approaches to improve their academic performance. This study examined the perceptions of post-graduate students majoring in English Education regarding the use of Quillbot in academic writing. The study employed a qualitative methodology within an interpretive paradigm. A total of 6 students participated in semi-structured interviews to gather in-depth insights into their experiences. The results showed that students frequently used Quillbot due to its efficiency and ability to paraphrase texts effectively. However, some students expressed concerns regarding the accuracy of Quillbot in preserving the original meaning and noting that some of the insights generated were not entirely suitable for academic writing. Furthermore, while some students believed that Quillbot contributed positively to their vocabulary mastery and comprehension of the material, others considered that using Quillbot reduced their active engagement and comprehensive understanding of the content. This duality of perception highlights the need for critical evaluation of AI tools in academic writing context. Ultimately, this research provides important insights into the role of AI tools, such as Quillbot, in academic writing practices, suggesting while it offers significant benefits, it also presents challenges that must be addressed to enhance writing outcomes effectively.