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 |
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| 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 |
| 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. |
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| ISSN: | 2472-5749 2472-5730 |
