University Students' Perceptions of the Use of QuillBot in an English Writing Class

Writing is frequently perceived as an arduous language component due to the complex demands of articulating thoughts and emotions. To gain proficiency in writing, students require the assistance of instructional resources, such as writing tools or tutoring services. The challenges in writing, particularly in paraphrasing, may be alleviated by QuillBot, which is one of the most popular AI-driven tools. Nevertheless, the effects of QuillBot employment in a writing class have not been fully investigated. Thus, this study endeavors to examine EFL students’ viewpoints regarding QuillBot utilization in a writing class. The present study employed both quantitative and qualitative approaches with a 7-point Likert scale questionnaire and a semi-structured interview with the participation of 256 students at a private university in Vietnam experienced using QuillBot for at least two months. The results indicate that the university students in this study had a favorable response to utilizing QuillBot as a tool to enhance the caliber of their writing. This was evident in their perception of (1) usefulness, (2) ease of use, (3) attitude towards technology, (4) intention to use the system, and (5) satisfaction. In light of these research findings, the author has suggested several implications for school leaders, teachers, and students, including the moderate use of QuillBot to foster the development of writing skills.