The Effect of QuillBot Utilization on the Development of University Students’ Writing Skills

To develop and elevate the writing skills of English education students’ programs, modern teaching and learning can be enhanced by integrating technology. However, students still lack the ability to apply technology to improve their writing skills. Thus, the study is interested in using QuillBot as an assistive tool for students. This research aims to (1) examine students’ writing ability improved through QuillBot utilization in the classroom, and (2) investigate students’ perceptions toward the use of QuillBot activities in developing writing skills. The participants in this study are 54 English education students from a public university in the Greater Maekong Sub-Region, Thailand. There were three instruments comprising the writing achievement test, questionnaire, and semi-structured interviews. The study used SPSS to determine mean scores and standard deviations for analyzing the quantitative data. The study’s results showed significant differences at the .05 confidence level in a paired t-test between the pre- and post-test scores. It can be proven that students who engage in QuillBot activities enhance their writing skills, extend their horizons through valuable features, and enable autonomous learning. Furthermore, the results from the questionnaire and interviews reflected students’ perceptions toward QuillBot as a productive method that facilitates developing their writing.