IJAILE-ISSN: 3065-0216 International Journal of AI in Language Education Vol. 1; No.

1; 2024

The Perspectives of Post-graduates Majoring in English Regarding the Usage of

QuillBot to Enhance Paraphrasing Skills

Pham Ngoc Quynh Nhu1*

1
Faculty of Foreign Languages, Van Lang University, Ho Chi Minh City, Vietnam
*
Corresponding author’s email: nhuquynhngocpham1506@gmail.com
*
https://orcid.org/0009-0001-3283-8161
https://doi.org/10.54855/ijaile.24113

®
Copyright (c) 2024 Pham Ngoc Quynh Nhu

Received: 15/08/2024 Revision: 10/09/2024 Accepted: 10/09/2024 Online: 20/09/2024

ABSTRACT

Paraphrasing is considered an important skill for postgraduates in

their journey toward pursuing an academic degree. This skill
helps postgraduates avoid plagiarism and showcases their ability
to analyze, research, and perform academic writing tasks.
Although numerous studies have determined the importance of
this skill, most postgraduates still frequently need help in
achieving paraphrasing proficiency. The emergence of QuillBot,
an AI-powered paraphrasing tool, is a potential solution for these
frequent challenges in learning paraphrasing skills. The overall
benefits of QuillBot on the academic writing skills of English
learners have been recognized and proven in various studies.
However, only some studies have delved into how QuillBot
Keywords: paraphrasing assists postgraduates who took part in improving their
skills, paraphrasing tool, paraphrasing skills, serving the academic genre of writing.
QuillBot, academic Therefore, this study recruited twenty English-majored
writing postgraduates to investigate.

Introduction
Academic writing is a writing style used in academic contexts. This genre enables writers to
exhibit their knowledge, proficiency, and critical thought formally (Irvin, 2010). Additionally,
academic writing not only focuses on the topic but also conveys the writers' insights and
opinions about it (Hyland, 2020). Therefore, academic writing is considered a crucial skill for
postgraduates (Storch & Tapper, 2009) who must conduct many types of research during their
course.
Scholarly support is considered an important component in academic writing. Irvin (2010)
stated that if an academic writing is an argument, scholarly support will serve as evidence to
strengthen the writer's opinions. Scholarly support helps writers enhance the credibility of their
academic work, demonstrate their thorough research, and contextualize the study.

CITATION | Pham, N. Q. N. (2024). The Perspectives of Post-graduates Majoring in English Regarding the Usage
of QuillBot to Enhance Paraphrasing Skills. International Journal of AI in Language Education, 1(1), 29-40.
https://doi.org/10.54855/ijaile.24113
https://ijaile.org Pham Ngoc Quynh Nhu Vol. 1; No. 1; 2024

Paraphrasing is an essential skill that helps writers integrate scholarly support into his/ her
writing without committing plagiarism (Stander, 2020; Mariani, Rahayu, & Nor, 2021). It refers
to the ability to rephrase the ideas borrowed from others using the writer's language and
understanding without changing the original text's meaning (Dung, 2010). However, those who
need more experience, techniques, and language proficiency for paraphrasing might frequently
need help with this skill (Harshbarger, 2012). With the emerging AI tools today to support
language teaching and learning, some teachers made use of AI tools such as ChatGPT or
Quillbot in their classrooms to support students' learning academic writing (Nguyen, 2024)
because AI-generated tools are seen as effective tools for language learning (Pham & Le, 2024;
Ho, 2024).
QuillBot, an AI-powered paraphrasing tool, has emerged as a potential solution for these cases.
This cutting-edge tool can assist users in paraphrasing any original text. According to Xuyen
(2023), QuillBot is renowned for its diverse vocabulary resources in paraphrased suggestions.
QuillBot can be used in web browsers or downloaded as an app. This paraphrasing mechanism
is extremely simple and requires users to carry only two steps to use: writing or pasting the
texts needed to be paraphrased and then pressing the paraphrase button to receive the
paraphrased text (Kinga & Gupta, 2021). QuillBot offers ten modes that allow users to choose
the one that suits their needs for the style of paraphrased text.

Literature review
English Learners’ Perspectives on Using Paraphrasing Tools in The Writing Process
Miranda (2022) examined students’ views on employing AI-powered paraphrasing tools and
their impacts on students’ writing process. It should be noted that QuillBot is one of three
paraphrasing tools assessed in this study. Five students who have experience in using AI-
powered paraphrasing tools in writing left their opinions in this study. The results demonstrated
those as useful tools, assisting students in saving time in writing and expanding their academic
vocabulary.
Alammari and Abdel-Reheem Amin (2023) investigated EFL learners' perspectives on
employing Al paraphrasing tools to support their writing process. This study recruited 25
female learners taking the English Language Research Methods and Projects course at Zulfi
College of Education under Majmaah University. The results indicated students' positive
attitude toward using AI paraphrasing tools, which was evident in students' reports as useful
tools in helping them indirectly acquire new vocabulary and grammar. However, students also
stated that paraphrased text generated by AI should not be used directly in students’ writings.
Ginting, Batubara, and Hasnah (2023) examined EFL learners' perspectives on using
paraphrasing tools as AI-powered assistants for their final projects. It is noted that QuillBot was
one of the two paraphrasing tools mentioned in this study. Fifty fourth-year students from state
and independent colleges in North Sumatra, Indonesia, participated in this study. The findings
indicated students' favorable attitude toward QuillBot, which was evident in their reports of it
as a useful tool in the writing process. Additionally, QuillBot was recognized for aiding the
participants in producing quality final projects that meet their expectations.
English Learners’ Perspectives of Using QuillBot to Support Their Academic Writing Process.
Numerous studies have examined English learners' perspectives on using QuiiBot in their
writing process. The results of those studies indicated both commonalities and differences,
which might be attributed to the variation in research subjects, locations, or methodologies.

30
IJAILE-ISSN: 3065-0216 International Journal of AI in Language Education Vol. 1; No. 1; 2024

When it comes to the similarities, most studies indicated QuillBot as an effective paraphrasing
tool that supports students in their learning paraphrasing process.
Kurniati and Fithriani (2022) explored how postgraduates perceived QuillBot as a digital tool,
aiding their process of learning academic writing. This study recruited twenty English-major
postgraduates who had experienced using QuillBot. The findings indicated an agreement
among learners regarding the efficacy of QuillBot in helping them enhance their writing quality.
This study concluded that QuillBot brought three advantages to postgraduates, including
boosting learners' motivation while writing and aiding learners' development of linguistic
abilities.
Xuyen (2023) investigated the students’ perspectives on using QuillBot in their paraphrasing
process while conducting academic writing. 220 English-majored sophomores at a Vietnamese
public university took part in this study. This study suggested learners’ positive attitudes toward
using QuillBot for paraphrasing, indirectly contributing to their linguistic competence and
writing skills.
Syahnaz and Fithriani (2023) examined how EFL learners perceive the integration of QuillBot
in their academic writing course. This study involved 20 English-majored undergraduates. The
results indicated positive attitudes towards the utilization of QuillBot in the writing process.
Besides, QuillBot is recognized as an effective solution that helps students overcome the
difficulties in paraphrasing, thereby boosting their confidence. Moreover, QuillBot also helps
learners overcome negative psychological barriers while writing.
The Impact of QuillBot on English Learners' Feelings While Conducting Academic Writing
Besides being recognized as a useful tool that assists users in paraphrasing, QuillBot was also
reported as effective in lessening students’ negative feelings towards paraphrasing and
promoting their confidence when conducting this skill. Amyatun and Kholis (2023)
investigated how QuillBot assists students in creating hortatory exposition texts, which belong
to the genre of persuasive writing. Twenty English-majored students at Nahdlatul Ulama
Yogyakarta University, Indonesia. The results indicated significant improvement in students’
writing skills in creating a specific genre of writing. Moreover, the findings also revealed the
role of QuillBot in promoting students’ self-assurance while writing.
Nurmayanti and Suryadi (2023) examined how QuillBot assists students in proposing error-
free academic writing without committing plagiarism. This study included 30 undergraduates
at Riau University. The findings indicated that QuillBot is an effective tool that helps reduce
plagiarism cases in students’ writing. Additionally, QuillBot was considered a time-saving tool
that simplifies students’ writing process, enhancing their interest in writing.
Mohammad et al. (2024) aimed to explore the students' acknowledgment of using QuillBot to
improve paraphrasing skills. This study involved 31 students at the pre-stage of higher
education. The findings covered two main points: (1) participants' favorable attitude towards
using QuillBot to deal with challenges while paraphrasing and (2) participants' improvement in
paraphrasing skills. Consequently, the study suggested that QuillBot should be introduced in
writing courses, especially for students who have negative feelings toward paraphrasing.
Asmara and Kastuhandani (2024) investigated students' experiences with using QuillBot to
paraphrase in academic writing. This study involved 6 students at Sanata Dharma University.
The results indicated that QuillBot is a useful paraphrasing tool that assists students in their
writing process. However, the participants also expressed their concerns that over-reliance on
QuillBot might weaken their own paraphrasing skills.

31
https://ijaile.org Pham Ngoc Quynh Nhu Vol. 1; No. 1; 2024

The Quality of QuillBot's Paraphrased Texts

Fitria (2021) examined the paraphrased content from QuillBot to identify which aspects of
writing QuillBot has a significant impact on. This study used a qualitative method to analyze
the QuillBot-paraphrased version of an abstract excerpted from an English journal. The findings
covered two main points: (1) QuillBot-paraphrased text varied in vocabulary and grammatical
structures; (2) QuillBot-paraphrased text suggests more ideas for users to paraphrase
themselves.
Wahab, Iqbal, Ullah, Nawab, and Ubaid (2023) delved into lexical elements in QuillBot’s
paraphrased text. The study collected data by comparing, analyzing, and assessing the
commonalities and differences between the input text and the paraphrased output. The findings
covered two main points: (1) The level of vocabulary in QuillBot’s paraphrased texts is aligned
with those in the input material; (2) QuillBot frequently paraphrased the input material by
suggesting synonyms or modifying forms of vocabulary in the input material.
Nour El Houda, Zerhouni, and Naili (2023) examined how students improve their paraphrasing
skills by analyzing QuillBot-paraphrased text. This study recruited 34 postgraduates majoring
in English at Jijel University. The findings indicated that QuillBot aids students in enhancing
their paraphrasing skills by providing them with paraphrasing techniques demonstrated in its
paraphrased texts.
Research Gaps
Numerous studies have investigated QuillBot's impact on the writing learning process; few,
however, have delved into how this AI-powered tool assists English learners in mastering a
specific writing skill called paraphrasing. Therefore, this study aimed to focus on QuillBot’s
impact on this aspect from the perspective of Van Lang postgraduates majoring in English.
Research Questions
To fulfill the purpose of the study, the survey was seeking to answer the following research
questions:
1. To what extent does QuillBot help postgraduates enhance their paraphrasing skills in
academic writing?
2. How do postgraduates perceive QuillBot as a support tool during the paraphrasing
process?

Methods
This study recruited 20 participants who are doing Master of Arts in English Language Studies.
Twenty participants were required to complete a survey published on Google Forms. These
postgraduates have finished their research writing course. The survey included three parts to
investigate Van Lang postgraduates’ perspectives on employing QuillBot to paraphrase in
academic writing. The three main parts of the survey were the usage of QuillBot, QuillBot’s
impact on postgraduates’ paraphrasing skills, and postgraduates’ perspectives on QuillBot.

32
IJAILE-ISSN: 3065-0216 International Journal of AI in Language Education Vol. 1; No. 1; 2024

Findings
Twenty postgraduates' English proficiency was ranked from Intermediate (B1, B2) to Proficient
(C1, C2) according to the CEFR scale.

The Usage of QuillBot

89.5% of postgraduates had experience using QuillBot to paraphrase academic content, while
10.5% had not used It. Two postgraduates who had not used QuillBot withdrew from the survey
after this question.

Among 18 participants who have used QuillBot to paraphrase academic content, 44. 4%
reported that they occasionally employ QuillBot for paraphrasing, while 11.1 stated that they
always use It for this purpose. Otherwise, the percentage of participants who reported that they
occasionally use QuillBot for paraphrasing was 44.4%, while 27.8% stated that they rarely use
it.

33
https://ijaile.org Pham Ngoc Quynh Nhu Vol. 1; No. 1; 2024

Despite the gaps in participants’ frequency of QuillBot use, most regarded It as a useful tool
for generating paraphrased texts. Their perspectives are evidenced by the fact that up to 83.3%
of participants reported that QuillBot was very or moderately helpful in generating paraphrased
content.

QuillBot’s Impact on Paraphrasing Skills

Eighteen participants who have used QuillBot in the paraphrasing process share their valuable
experiences on how QuillBot aids them in enhancing paraphrasing skills. The following
responses are for the first question in part 3 of the survey: How has the employment of QuillBot
impacted your paraphrasing skills in academic writing assignments?
Quillbot helps me save time while writing. Instead of having to look up synonyms in the
dictionary as before, now all I have to do is insert the vocals in the paraphrase function
of QuillBot. Immediately, it will suggest to me many choices. This helps me greatly
expand my lexical source and learn new words. Because my genre of writing is academic
writing, I use QuillBot in academic mode. After many years of using QuillBot, I became
familiar with the formal words I rarely used before. Thanks to QuillBot, I find it easier to
read academic materials, and when I want to paraphrase an idea in those materials, it’s
so easy for me to find the appropriate synonyms.
This response indicated QuillBot as a replacement for the dictionary, which immediately
suggested appropriate synonyms for paraphrasing. It can be understood that the improvement
in this participant's paraphrasing skill was thanks to QuillBot’s suggestions, along with her

34
IJAILE-ISSN: 3065-0216 International Journal of AI in Language Education Vol. 1; No. 1; 2024

process of learning and revising. QuillBot, in this case, works as a supporting tool that helps
expand their lexical resources unconsciously.
QuillBot helps me improve my paraphrasing skills while writing by suggesting
grammatical structures. I graduated from university three years ago, so I don't have many
chances to write, especially in academic style. Therefore, it was quite hard for me when
I was required to start writing in this genre again during the very first courses of my
Master’s degree. I read academic materials and had a lot of ideas, but when I started
writing, they needed to align with my expectations. So I started learning how to write in
academic style by entering sentences from the materials in the paraphraser function of
QuillBot in academic mode, observing, and taking note of the structures QuillBot used to
paraphrase. After a long time, I see improvements in my writing. When I read others'
research, I know exactly what I want to write and how to write it academically.
This response was similar to the first one, which indicated QuillBot as a supporting tool for
paraphrasing, providing users with grammatical structures. QuillBot’s impact on participants’
paraphrasing skills was indirect in the two responses. Instead of directly copying and pasting
paraphrased texts from QuillBot into the writings, both participants reported that their
paraphrasing skills were enhanced by their process of learning from QuillBot’s suggestions.
Firstly, I have observed a marked increase in efficiency. QuillBot's ability to swiftly
generate alternative phrasings has reduced the time I spend on rewording complex
sentences. This has allowed me to focus more on the content and analysis of my
assignments rather than the mechanics of paraphrasing. Secondly, my clarity in writing
has improved. QuillBot often suggests more concise and coherent ways to express
ideas, which has helped me eliminate redundancy and ambiguity from my writing. This
clarity improvement has made my work more readable and enhanced the overall quality
of my academic papers.
The above-mentioned response shares some similarities with the first two ones. This participant,
however, reported some new impacts of QuillBot on his/ her paraphrasing skills. Some of the
remarkable experiences in this response were that QuillBot helped him/her save time while
paraphrasing, enhance the clarity of his/her paraphrased texts, and remain coherent in his/her
paraphrasing.
In the following response, the indirect impact of QuillBot on participants’ paraphrasing contents
is emphasized.
I have a bad habit of writing, and I usually use complicated sentences while writing. Often,
a sentence I write can be up to 50 words. I used to be given feedback too many times that
my writing was too abstract, unclear, and difficult to understand, especially in academic
writing. After that, I try to enter my text in QuillBot in academic mode. Then, I observed
and learned how QuillBot breaks down my sentences to learn from them. After a short
time, I can see the improvement in my writing. It can be said that I learned to paraphrase
my own content before learning to paraphrase others' content. Now, no matter how
complicated my ideas or the others' ideas are, I can clearly paraphrase them.
The four aforementioned responses frame QuillBot's role as a supporting tool that suggests
ideas for paraphrasing. These suggestions from QuillBot act as guidelines for those who
struggle with paraphrasing skills. Therefore, it is observed that the development of learners
significantly depends on other factors, such as students' initiative, regular revision, and self-
discipline during the learning process.

35
https://ijaile.org Pham Ngoc Quynh Nhu Vol. 1; No. 1; 2024

Although most participants commented positively on using QuillBot, there are still challenges
that participants reported encountering while using this tool. For example,
‘If you enter an uncommon phrase, non-contextual words, or specialized vocabulary into
QuillBot, you must check carefully to ensure that the paraphrased content aligns with the
flow of your writing, guarantees accuracy, and adheres to the writing style’.
In addition to participants' favorable attitudes toward QuillBot, they also reported some
problems that they frequently encounter when using this tool.
‘If you enter an uncommon phrase, non-contextual words, or specialized vocabulary into
QuillBot, you must check carefully to ensure that the paraphrased content aligns with the
flow of your writing, guarantees accuracy, and adheres to the writing style’.
‘Contextual Relevance: QuillBot sometimes struggles to understand the original text's
specific context or nuanced meaning. This can result in paraphrased content that is
technically correct but contextually inaccurate or off-topic. I often have to refine these
sections to align them accurately with the intended message and context of my
assignment.'
These two responses have captured the most common problem in using QuillBot to
paraphrase off-topic suggestions. These suggestions might appear if users input uncommon
phrases or specialized terms. To avoid this problem, users might double-check QuillBot-
paraphrased text before using or learning from it.
In addition to these problems, participants also mentioned other issues that they encounter when
using QuillBot, such as limitations in the paraphrasing mode of free-version or concern about
over-reliance on QuillBot for paraphrasing.

77.8% of participants noticed improvement in their written work, while 16.7% were uncertain
about such improvement.
In conclusion, QuillBot is reported as a useful supporting tool that indirectly enhances
participants' paraphrasing skills. Most of them agreed that there are three elements that QuillBot
has indirectly assisted them in enhancing paraphrasing skills : (1) vocabulary, (2) grammar
structures, and (3) clarity in writing. Besides, QuillBot was also used as a guideline that offered
users techniques or feedback for self-assessment and modification of their language to align
with the requirements of a certain genre of writing.
Perspectives on QuillBot
According to most participants, QuillBot's rich lexical resources are its most impressive
strength. With simple operations, users would receive various versions of paraphrased texts that

36
IJAILE-ISSN: 3065-0216 International Journal of AI in Language Education Vol. 1; No. 1; 2024

satisfy their requirements. Consequently, QuillBot is described as a useful tool that helps users
save time and effort in the paraphrasing process.
QuillBot is a supportive tool that enhances various aspects of writing, from vocabulary
development to efficient content creation. Its ease of use and versatility make it a valuable
resource for writers looking to improve their skills and streamline their writing process.
QuillBot can save time and effort by quickly generating paraphrased content. This is
especially helpful for writers who must produce large volumes of text or are working
under tight deadlines.
With QuillBot’s assistance, participants reported feeling more confident in academic writing,
especially in paraphrasing.
‘QuillBot helps me feel more confident when I have to do my academic writing assignment.
After my academic vocabulary expanded with the suggestions of QuillBot, I felt more
comfortable while paraphrasing; I even enjoyed the writing process and felt motivated,
especially when I had to paraphrase an idea from others’ researchers’
Last but not least, most participants indicated a favorable attitude towards QuilBot, as
evidenced by 66.7% of participants agreeing to integrate QuillBot into an academic writing
course.

In brief, QuillBot is recognized as a useful paraphrasing tool. It aids users in expanding

vocabulary, suggesting techniques for paraphrasing, enhancing clarity in writing, and saving
time while writing. QuillBot’s paraphrased texts, however, are encouraged to be used as
reference materials for learning paraphrasing rather than a direct source to paste in the writing.

Discussion
In this study, QuillBot is a supporting tool that indirectly helps postgraduates expand their
vocabularies and grammar structures, thereby enhancing their paraphrasing skills. Therefore,
most postgraduates hold a favorable attitude toward QuillBot. This attitude is aligned with the
results of previous research on the same topic. Additionally, the impact of QuillBot on
postgraduates’ paraphrasing skills in this study is indirect. Instead of directly using paraphrased
texts from QuillBot in writings, postgraduates chose to learn from QuillBot paraphrased texts
and reflect on what they observed in their own process of paraphrasing.

37
https://ijaile.org Pham Ngoc Quynh Nhu Vol. 1; No. 1; 2024

This study also had some limitations regarding QuillBot’s mode. Due to the study’s subjects
being postgraduates, it mainly focuses on QuillBot's academic paraphrasing mode. Most
participants have their own experience and understanding of QuillBot’s use, which helps them
know how to take advantage of it without over-reliance on it.
Additionally, technology provides students with new environments and experiences in the
writing process that were impossible beforehand (Hartley & Tynjälä, 2001). This is true with
QuillBot when it comes to how it provides students with new experiences in learning
paraphrasing skills. From this perspective, QuillBot’s suggestions might be considered
feedback for writing. In the scope of this study, this type of feedback centered on how to
produce high-quality paraphrasing products. However, the quality of QuillBot-feedback must
have been further investigated, as mentioned in the research of Wahab, Iqbal, Ullah, Nawab,
and Ubaid (2023).
Finally, in the age of technology, gaining insights on how to leverage technology for effective
learning is essential. This is why the integration of QuillBot in academic classes should be
considered. Further research on QuillBot and its contribution to the academic context is needed
to actualize this. For example, this study remains vague about the negative influences of
QuillBot on English learners' writing skills, and the stage of the writing process in which
QuillBot should be integrated to support learners persists unclarified.

Conclusion
In conclusion, the findings of this study aligned with the previous studies on the same topic,
indicating QuillBot as a valuable tool for helping students master paraphrasing skills. It
concludes that three major benefits of QuillBot on students' paraphrasing skills include
enriching postgraduates’ vocabularies and grammatical structures, enhancing clarity in writing,
and saving time for learning to paraphrase. Furthermore, QuillBot is a user-friendly tool that
assists postgraduates in overcoming negative feelings towards paraphrasing skills and boosting
their confidence while paraphrasing. Additionally, this study emphasized how QuillBot
indirectly influenced postgraduates’ learning paraphrasing process. Last but not least, this study
also suggested further research into QuillBot's negative impact on English learners' writing
skills or at which stage in the process of learning writing skills learners should start to find
support from AI-paraphrasing tools.

References
Amyatun, R. L., & Kholis, A. (2023). Can Artificial Intelligence (AI) like QuillBot AI Assist
Students’ Writing Skills? Assisting Learning to Write Texts using AI. ELE Reviews:
English Language Education Reviews, 3(2), 135-154.
Alammari, A., & Abdel-Reheem Amin, E. (2023). EFL students’ perception of using AI
paraphrasing tools in English language research projects. Arab World English Journals,
14(3). https://dx.doi.org/10.2139/ssrn.4591918
Asmara, Y. V., & Kastuhandani, F. C. (2024). Studens’ Lived Experience in Utilizing
QuillBot as an Online Paraphrasing Tool in Academic Writing. Globish: An English-
Indonesian Journal for English, Education, and Culture, 13(1), 56-65.

38
IJAILE-ISSN: 3065-0216 International Journal of AI in Language Education Vol. 1; No. 1; 2024

Dung, T. (2010). An investigation in paraphrasing experienced by Vietnamese students of

English in academic writing. Thesis, University of Da Nang, Ministry of Education and
Training.
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), 183-196. DOI: https://doi.org/10.22373/ej.v9i1.10233
Ginting, P., Batubara, H. M., & Hasnah, Y. (2023). Artificial Intelligence Powered Writing
Tools as Adaptable Aids for Academic Writing: Insight from EFL College Learners in
Writing Final Project.
Harshbarger, T. G. (2012). The Process of Paraphrasing: Exercises to Build Paraphrasing Skills.
The Tsuda Review, 57, 67-94.
Ho, P. X. P. (2024). Using ChatGPT in English Language Learning: A Study on I.T. Students’
Attitudes, Habits, and Perceptions. International Journal of TESOL & Education, 4(1),
55-68. https://doi.org/10.54855/ijte.24414
Hyland, K. (2002). Authority and invisibility: Authorial identity in academic writing. Journal
of pragmatics, 34(8), 1091-1112.
Irvin, L. L. (2010). What is academic writing?. Writing spaces: Readings on writing, 1, 3-17
Kurniati, E. Y., & Fithriani, R. (2022). Postgraduate students’ perceptions of Quillbot
utilization in English academic writing class. Journal of English Language Teaching and
Linguistics, 7(3), 437-451.
Kinga, S., & Gupta, G. S. (2021). Platforms: As foundation of sharing economy. Delhi Business
Review, 22(1), 1-13.
Kurniati, E. Y., & Fithriani, R. (2022). Postgraduate students’ perceptions of Quillbot
utilization in English academic writing class. Journal of English Language Teaching and
Linguistics, 7(3), 437-451.
Pham, V. P. H., & Le, A. Q. (2024). ChatGPT in Language Learning: Perspectives from
Vietnamese Students in Vietnam and the USA. International Journal of Language
Instruction, 3(2), 59–72. https://doi.org/10.54855/ijli.24325
Miranda, D. (2022). The Impact of Paraphrasing Tools on Students Paraphrasing Skills
(Doctoral dissertation, UIn Ar-Raniry). Postgraduate Students’ Perceptions of Quillbot
Utilization in English Academic Writing Class
Nurmayanti, N., & Suryadi, S. (2023). The Effectiveness Of Using Quillbot In Improving
Writing For Students Of English Education Study Program. Jurnal Teknologi Pendidikan:
Jurnal Penelitian dan Pengembangan Pembelajaran, 8(1), 32-40.
Mohammad, T., Alzubi, A. A., Nazim, M., & Khan, S. I. (2023). EFL paraphrasing skills with
QuillBot: Unveiling students' enthusiasm and insights. Journal of Pedagogical Research,
7(5).
Nguyen, T. T. H. (2023). EFL Teachers’ Perspectives toward the Use of ChatGPT in Writing
Classes: A Case Study at Van Lang University. International Journal of Language
Instruction, 2(3), 1–47. https://doi.org/10.54855/ijli.23231

39
https://ijaile.org Pham Ngoc Quynh Nhu Vol. 1; No. 1; 2024

Nour El Houda, C. H. E. R. I. G. U. E. N. E., Zerhouni, A., & Naili, R. (2023). The Impact of Analysing
QuillBot Products on Enhancing EFL Learners’ Paraphrasing Skills (Doctoral
dissertation).
Stander, M. (2020). Strategies to help university students avoid plagiarism: A focus on
translation as an intervention strategy. Journal of Further and Higher Education, 44(2),
156-169.
Storch, N., & Tapper, J. (2009). The impact of an EAP course on postgraduate writing. Journal
of English for Academic Purposes, 8(3), 207-223.
Syahnaz, M., & Fithriani, R. (2023). Utilizing Artificial Intelligence-based Paraphrasing Tool
in EFL Writing Class: A Focus on Indonesian University Students’ Perceptions. Scope:
Journal of English Language Teaching, 7(2), 210-218.
Wahab, Z., Iqbal, L., Ullah, I., Nawab, R., & Ubaid, U. U. (2023). Quality Assessment Of
Automatic Paraphrasing Tool For English: An Analysis At Lexical Level. Journal of
Namibian Studies: History Politics Culture, 33, 1624-1645.
Xuyen, N. T. (2023). Using the online paraphrasing tool Quillbot to assist students in
paraphrasing the Source Information: English-majored students’ perceptions. In
Proceedings of the 5th Conference on Language Teaching and Learning (pp. 21-27).

Biodata
Pham Ngoc Quynh Nhu is a post-graduates majoring in English at Van Lang University, Ho
Chi Minh City. She is quite interested in investigating the role of AI in learning English. She
believes that insights into how AI benefits the language learning process will set the stage for
equal opportunities in learning languages for each individual regardless of their backgrounds
and financial states. Her research interests include Artificail intelligence, AI Tools, and
Language Teaching and learning.

40