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Leveraging AI-Based Paraphrasing Tools to Enhance Academic Writing Skills in Higher Education: A Comparative Experimental Study.

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Title: Leveraging AI-Based Paraphrasing Tools to Enhance Academic Writing Skills in Higher Education: A Comparative Experimental Study.
Authors: Tresna, Indra Cahaya1,2, Usman, Indrianawati1, Rachmah, Novalia2, Siswono, Tommi3
Source: Online Learning. Mar2026, Vol. 30 Issue 1, p456-477. 22p.
Subject Terms: *Comparative studies, *Limited English-proficient students, *Higher education, *Academic discourse, *Fluency (Language learning), Paraphrase
Geographic Terms: Indonesia
Abstract: This study employs a comparative experimental design to investigate the effect of Quill Bot in improving students’ academic writing and essays. The purpose of this study is to compare the relative efficacy of these two classes by using Quill Bot in helping students improve their writing abilities. The research employed a comparative experimental design involving 80 students enrolled in the third semester of the English Tadris study program at the State Islamic Institute of Curup, Indonesia. The participants were divided into experimental and control groups, with the experimental group using Quill Bot for enhancing writing skills. The result derived from the hypothesis testing in the experimental class criterion is that when the estimated t-value (count) is greater than the critical t-value (Table 12) (4.13 > 1.996). The results showed significant improvements in the academic writing skills of students using Quill Bot, with a notable increase in their post-test scores compared to the control group. Quill Bot demonstrated substantial benefits in enhancing sentence construction, grammar, and vocabulary, particularly in academic writing, where students achieved higher writing quality compared to essay writing. The study highlights the efficacy of AI-powered tools in fostering improved writing abilities among EFL (English as a Foreign Language) students, especially in academic settings. In contrast, in academic writing, Quill Bot facilitated effective idea generation, meticulous organization, and proficient language use, resulting in improved writing scores. [ABSTRACT FROM AUTHOR]
Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This study employs a comparative experimental design to investigate the effect of Quill Bot in improving students’ academic writing and essays. The purpose of this study is to compare the relative efficacy of these two classes by using Quill Bot in helping students improve their writing abilities. The research employed a comparative experimental design involving 80 students enrolled in the third semester of the English Tadris study program at the State Islamic Institute of Curup, Indonesia. The participants were divided into experimental and control groups, with the experimental group using Quill Bot for enhancing writing skills. The result derived from the hypothesis testing in the experimental class criterion is that when the estimated t-value (count) is greater than the critical t-value (Table 12) (4.13 > 1.996). The results showed significant improvements in the academic writing skills of students using Quill Bot, with a notable increase in their post-test scores compared to the control group. Quill Bot demonstrated substantial benefits in enhancing sentence construction, grammar, and vocabulary, particularly in academic writing, where students achieved higher writing quality compared to essay writing. The study highlights the efficacy of AI-powered tools in fostering improved writing abilities among EFL (English as a Foreign Language) students, especially in academic settings. In contrast, in academic writing, Quill Bot facilitated effective idea generation, meticulous organization, and proficient language use, resulting in improved writing scores. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Higher education
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              Text: Mar2026
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