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

Eka Yuni Kurniati, Rahmah Fithriani

Abstract


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.

Keywords


Academic writing, Artificial Intelligence (AI), Digital tool, Indonesia, Post-graduate student.

Full Text:

PDF

References


Abdulkareem, M. (2013). Investigation study of academic writing problems faced by Arab postgraduate students at Universiti Teknologi Malaysia (UTM).Theory and Practice in Language Studies, 3(9), 1552-1557.

Al Badi, I. (2015). Academic writing difficulties of ESL learners. In Proceedings of The West-East Institute International Conference 22015, Barcelona, Spain.

AlHassan, Lina; Wood, David (2015). The effectiveness of focused instruction of formulaic sequences in augmenting L2 learners' academic writing skills: A quantitative research study. Journal of English for Academic Purposes, 17(), 51–62. https://doi.org/10.1016/j.jeap.2015.02.001

Ariyanti, A. (2021). Technology-Enhanced Paraphrasing Tool to Improve EFL Students’ Writing Achievement and Enjoyment. Journal of English Language Teaching and Linguistics, 6(3), 715-726.

Ariyanti, A., & Mahakam, W. G. (2018). EFL Students ’ Difficulties and Needs in Essay Writing, (January 2017). https://doi.org/10.2991/ictte-17.2017.4

Bacha, N. N. (2012). Disciplinary writing in an EFL context from teachers’ and students’ perspectives. International Journal of Business and Social Science 3(2),233-256.

Chou, L. (2011). An investigation of Taiwanese doctoral students' academic writing at a U.S. University. Higher Education Studies, 1(2), 47-60.

Choy, S. C., & Lee, M. Y. (2012). Effects of Teaching Paraphrasing Skills to Students Learning Summary Writing in ESL. Journal of Teaching and Learning, 8(2). https://doi.org/10.22329/jtl.v8i2.3145

Darmalaksana, W. (2017). Panduan publikasi ilmiah: Perangkat aplikasi, standar penulisan dan etika kepengarangan [Guide to scientific publication: Application devices, authorship ethics and standards]. Jurnal Riset dan Inovasi, 2, 24-42.

Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.

Dulay, H., Burt, M., and Krashen, S. (1982). Language Two. Oxford: Oxford University Press.

El Meysarah, C. (2018). The analysis of Purdue Online Writing Labs as second language writing support tools. Journal of English Language Teaching and Linguistics, 3(1), 11-19.

Evans, S., & Morrison, B. (2018). Adjusting to higher education in Hong Kong: The influence of school medium of instruction. International Journal of Bilingual Education and Bilingualism, 21(8), 1016-1029.

Fatimah, N. (2018). Students' Needs for Academic Writing at the English Education Department. English Language Teaching Educational Journal, 1(3), 161-175.

Fithriani, R. (2021). The utilization of mobile-assisted gamification for vocabulary learning: Its efficacy and perceived benefits. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 22(3), 146-163.

Fithriani, R., Rafida, T., & Siahaan, A. (2019). Integrating online blogging into EFL writing instruction: Exploring students’ perceptions. In UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018) (pp. 87-90). Atlantis Press. https://dx.doi.org/10.2991/eltlt-18.2019.17

Fitria, T. N. (2021). QuillBot as an Online Tool: Students’ Alternative in Paraphrasing and Rewriting of English Writing. Englisia: Journal of Language, Education, and Humanities, 9(1), 183. https://doi.org/10.22373/ej.v9i1.10233

Hegelheimer, V Lee, J (2013) The role of technology in teaching and researching writing. In: Thomas M, Reinders H & Warschauer M (eds.), Contemporary computer-assisted language learning. New York: Bloomsbury, 287–302

Hayati, R., Anggraini, H. W., & Jaya, H. P. (2021). ICT and Learning Attitude towards Students’ Academic Paragraph Writing in College Level. ENGLISH FRANCA: Academic Journal of English Language and Education, 5(1), 149-168.

Hinkel, E. (2011). What research on second language writing tells us and what it doesn't. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (vol. 2, pp. 523-538) Routledge.

Keumala, M., Firdani, F., Ismail, N. M., Ramadhani, H., & Idami, Z. (2019). Strategies Fashioned By Efl Students In Enduring Academic Writing. Proceedings of EEIC, 2, 42-49. http://jurnal.unsyiah.ac.id/EEIC/article/view/14941

Lavelle, E., & Bushrow, K. (2007). Writing approaches of graduate students. Educational Psychology, 27(6), 807-822. https://doi.org/10.1080/01443410701366001

Linda H.F. Lin;Bruce, M; (2021). Challenges in academic writing: Perspectives of Engineering faculty and L2 postgraduate research students. English for Specific Purposes,Vol 63(59-70). https://doi.org/10.1016/j.esp.2021.03.004.

Maamuujav, U & Olson, C & Chung, H. (2021). Syntactic and lexical features of adolescent L2 students’ academic writing, Journal of Second Language Writing, Volume 53, , https://doi.org/10.1016/j.jslw.2021.100822.

Mandernach, B. J. (2009). Effect of instructor-personalized multimedia in the online classroom. International Review of Research Open and Distance Learning.

Moore, N.S., MacArthur, C.A., 2016. Student use of automated essay evaluation technology during revision. J. Writ. Res. 8 (1), 149–175

Na, C. Do, Xuan, N., & Chi, N. (2017). Paraphrasing in Academic Writing : a Case Study of Vietnamese Learners of English. Language Educatio, 8(1), 9–25.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Author.

Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of Artificial Intelligence powered digital writing assistant in higher education: randomized controlled trial. Heliyon, 7(5), e07014. https://doi.org/10.1016/j.heliyon.2021.e07014

Pahlevi, M. R. (2020). Student-Teachers’ Engagement in Mediated Writing Feedback: Narrative Inquiry. Journal of English Language Teaching and Linguistics, 5(3), 321.

Pérez Cañado, M. L. (2018). Technology for teaching English as a foreign language (EFL) Writing. The TESOL Encyclopedia of English Language Teaching, 1-12. https://doi.org/10.1002/9781118784235.eelt0439

Rodhiya, N., Wijayati, P. H., & Bukhori, H. A. (2020). Graduate Students’ Knowledge about Plagiarism in Academic Writing. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 5(2), 235-242.

Rahmatunisa, W. (2014). Problems Faced By Indonesian Efl Learners In Writing Argumentative Essay. English Review: Journal of English Education

Singh, M. K. M. (2019). International graduate students’ academic writing practices in Malaysia: Challenges and solutions. Journal of International Students, 5(1), 12-22.

Strobl, Carola; Ailhaud, Emilie; Benetos, Kalliopi; Devitt, Ann; Kruse, Otto; Proske, Antje; Rapp, Christian (2018). Digital support for academic writing: A review of technologies and pedagogies. Computers & Education, (), S036013151830318X–. doi: https://doi.org/10.1016/j.compedu.2018.12.005

Sträng, M.H. (red.) (2005). Samspel för lärande: didaktiskt redskap för professionella lärare. Lund: Studentlitteratur.

Styati, E. W., & Irawati, L. (2020). The Effect of Graphic Organizers on ELT Students’ Writing Quality. Indonesian Journal of EFL and Linguistics, 5(2), 279.

Sulistyaningrum, S. D. (2021). Utilizing Online Paraphrasing Tools to Overcome Students’ Paraphrasing Difficulties in Literature Reviews. Journal of English Language Studies, 6(2), 229-243.

Wang, Meihui; Parr, Graham (2020). A Chinese doctoral studentâs experience of L2 English academic writing in Australia:Negotiating practices and identities. Journal of English for Academic Purposes, (), 100944–. https://doi.org/10.1016/j.jeap.2020.100944

Yuwinda, Y., & Insani, S. (2018). Language Learning: What Factors May Influence It. Journal of English Language Teaching and Linguistics, 3(1), 1-10.

Zaini, Amin; Mazdayasna, Golnar (2014). The Effect of Computer Assisted Language Learning on the Development of EFL Learners’ Writing Skills. Procedia - Social and Behavioral Sciences, 98(), 1975–1982. https://doi.org/10.1016/j.sbspro.2014.03.631

Zhang, Z. (2011). A nested model of academic writing approaches: Chinese international graduate students' views of English academic writing. Language and Literacy, 13(1), 39-59. https://doi.org/10.20360/G27G6R

Zhang, Z. (2017). Student engagement with computer-generated feedback: A case study. ELT Journal, 71(3), 317–328.

Zhang, Z., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90–102

Zimmerman, B. J., & Labuhn, A. S. (2012). Self-regulation of learning: Process approaches to personal development. APA educational psychology handbook, Vol. 1. Theories, constructs, and critical issues (pp. 399–425). https://doi.org/10.1037/13273-014




DOI: http://dx.doi.org/10.21462/jeltl.v7i3.852

Refbacks

  • There are currently no refbacks.




JELTL (Journal of English Language Teaching and Linguistics); Web: www.jeltl.org; Email:[email protected]

Creative Commons License
JELTL by http://www.jeltl.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License


Indexed and Abstracted BY: