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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
Language: English
Authors: Indra Cahaya Tresna, Indrianawati Usman, Novalia Rachmah, Tommi Siswono
Source: Online Learning. 2026 30(1):456-477.
Availability: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Writing Skills, Higher Education, Academic Language, Foreign Countries, Technology Uses in Education, Writing Improvement, Essays, English (Second Language), Writing Achievement, Writing Instruction, Academic Achievement, Second Language Learning
Geographic Terms: Indonesia
ISSN: 2472-5749
2472-5730
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507882
Database: ERIC
FullText Links:
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  Data: Leveraging AI-Based Paraphrasing Tools to Enhance Academic Writing Skills in Higher Education: A Comparative Experimental Study
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  Data: <searchLink fieldCode="AR" term="%22Indra+Cahaya+Tresna%22">Indra Cahaya Tresna</searchLink><br /><searchLink fieldCode="AR" term="%22Indrianawati+Usman%22">Indrianawati Usman</searchLink><br /><searchLink fieldCode="AR" term="%22Novalia+Rachmah%22">Novalia Rachmah</searchLink><br /><searchLink fieldCode="AR" term="%22Tommi+Siswono%22">Tommi Siswono</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Learning%22"><i>Online Learning</i></searchLink>. 2026 30(1):456-477.
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  Data: Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
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  Data: 22
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Achievement%22">Writing Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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– Name: Abstract
  Label: Abstract
  Group: Ab
  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.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 456
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Academic Language
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Writing Improvement
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Writing Achievement
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Indonesia
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      – TitleFull: Leveraging AI-Based Paraphrasing Tools to Enhance Academic Writing Skills in Higher Education: A Comparative Experimental Study
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