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

Abstract

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.