Students’ Perception on the Use of AI Paraphrasing Tools in English Academic Writing

Syahrul Ikram; Tgk. Maya Silviyanti; Burhanuddin Yasin

doi:10.24815/read.v10i3.36087

Students’ Perception on the Use of AI Paraphrasing Tools in English Academic Writing

Syahrul Ikram, Tgk. Maya Silviyanti, Burhanuddin Yasin

Abstract

Technological advancement has significantly impacted education. Among the products of this progress are AI paraphrasing tools like Paraphrasing-Tool.com, Quillbot.com, Prepostseo.com, Spinbot.com, and ChatGPT. While these tools have been beneficial for students' educational processes, they also come with drawbacks, such as fostering dependency. The purpose of this study is to investigate students' perceptions of using AI paraphrasing tools to improve their English academic writing and their perceived advantages and disadvantages. This research employed a descriptive qualitative approach, gathering data through questionnaires and interviews. The sample consisted of 20 students selected from a total of 121 students from the 2020 batch in the English Department of FKIP at Syiah Kuala University. The researcher designed a questionnaire with six questions for each of the five AI paraphrasing tools to understand students' perceptions and conducted interviews with two additional questions about the advantages and disadvantages of these tools. According to the results, students had positive perceptions about using AI paraphrasing tools to improve their academic writing skills. The advantages of these tools include increasing efficiency, enhancing vocabulary, correcting grammatical errors, improving text structure, avoiding plagiarism, and generating ideas. However, the disadvantages include the potential for creating dependency, inaccuracies in meaning, plagiarism risks, and the generation of unusual words.

Keywords

AI paraphrasing tools; English academic writing; EFL students

Full Text:

PDF

References

Adams, D., & Chuah, K.-M. (2022). Artificial intelligence-based tools in research writing: Current trends and future potentials. In P. P. Churi, S. Joshi, M. Elhoseny, & A. Omrane (Eds.), Artificial intelligence in higher education (pp. 169–184). CRC Press. https://doi.org/10.1201/9781003184157

Akkaya, A., & Aydın, G. (2018). Views of academicians on traits of academic writing. Educational Policy Analysis and Strategic Research, 13(2), 128–160. https://doi.org/10.29329/epasr.2018.143.7

Alammar, A., & Amin, E.A. (2023). EFL Students' Perception of Using AI Paraphrasing Tools in English Language Research Projects. Arab World English Journal, 14 (3) 166-181. DOI: https://dx.doi.org/10.24093/awej/vol14no3.11

Alian, M., & Awajan. (2020). Paraphrasing identification techniques in English and Arabic texts. 11th International Conference on Information and Communication.

Ansorge, L., Ansorgeová, K., & Sixsmith, M. (2021). Plagiarism through paraphrasing tools-The story of one plagiarized text, MDPI, 9(4), 48. https://doi.org/10.3390/publications9040048

Bailey, C., & Withers, J. (2018). What can screen capture reveal about students’ use of software tools when undertaking a paraphrasing task? Journal of Academic Writing, 8(2), 176– 190. https://doi.org/10.18552/joaw.v8i2.456

Bin Z, & Michael. (2019). Recent Developments in technology-enchaned and computer assisted language learning. Hersey: IGI Global.

Blake, R., & Sekuler, R. (2006). Perception. New York: McGraw Hill

Chen, M. H., Huang, S. T., Chang, J. S., & Liou, H. C. (2015). Developing a corpus-based paraphrase tool to improve EFL learners' writing skills. Computer Assisted Language Learning, 28(1), 22–40. http://doi.org/10.1080/09588221.2013.783873

Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, And User Acceptance of Information Technology. MIS Quarterly, 319-340.

Daugherty, P., Carrel-Billiard, M. &. Biltz, M. (2018). Accenture technology vision

Dictionary, O. E. (2007). Learner's Pocket Dictionary (7th ed.). Oxford: Oxford University Press, 2007.

Educause. (2018). Horizon report: 2018 higher education edition. Retrieved from EDUCAUSE Learning Initiative and The New Media Consortium.

Emran, A. Q., Mohammed, M. N., Saeed, H., Keir, M. Y. A., Alani, Z. N., & Ibrahim, F. M. (2024, January). Paraphrasing ChatGPT Answers as a Tool to Enhance University Students’ Academic Writing Skills. In 2024 ASU International Conference in Emerging Technologies for Sustainability and Intelligent Systems (ICETSIS) (pp. 501-505). IEEE.

Fageeh, A., & Mekheimer, M. A. A. (2013). Effects of blackboard on EFL academic writing and attitudes. JALT CALL Journal, 9(2), 169–196.

Farras, B. (2019). Mengenal Artificial Intelligence dan Cara Kerjanya. Tech.

Fitria, T. N. (2021). QuillBot as an online tool: Students’ alternative in paraphrasing and writing of English writing. Englisia: Journal of Language, Education, and Humanities, 9(1), 183–169. https://doi.org/10.22373/ej.v9i1.10233

Fitria, T. N. (2022). Avoiding Plagiarism of Students' Scientific Writing by Using the QuillBot Paraphraser. Elsya: Journal of English Language Studies, 4(3), 252-262.

Inayah, N., & Sulistyaningrum, S. D. (2021). Employing online paraphrasing tools to overcome students’ difficulties in paraphrasing. Stairs: English Language Education Journal, 2(1), 52–59. https://journal.unj.ac.id/unj/index.php/stairs/article/view/21052/10632

Inayati, N. (2015). English Language Teachers’ Use of Social Media Technology in Indonesian Higher Education Context. Asian EFL Journal Research Articles, 17, 07.

Jalaludin, R. (2003). Psikologi Komunikasi. PT. Remaja Rosdakarya.

Khotimah, K., Wahyudin, W., & Rohbiah, T. S. (2021). Students’ Perception of Google Translate in Online English Learning. Journal of English Language Teaching and Cultural Studies, 4 (2), 80.

Kim, N. Y. (2019). A Study on the Use of Artificial Intelligence Chatbots for Improving English Grammar Skills. Journal of Digital Convergence, 17(8).

Merleau-Ponty, M. (2004). The world of perception. Routledge.

Miles, B. M., & Huberman, A. (2007). Analisis data kualitatif buku sumber tentang metode-metode baru. Jakarta: UI Press.

Miranda, D. (2021). The Impact of Paraphrasing Tools on Students Paraphrasing Skills. Aceh: UIN Ar-Raniry. p.17

Prentice, F. M., & Kinden, C. E. (2019, 19–21 June). An exploration of the identification of the use of paraphrasing tools and online language translation tools in student academic texts [Paper presentation]. 5th International Conference: Plagiarism Across Europe and Beyond & 3rd International Conference: Shaping Ethics in Academia and Society, Vilnius, Lithuania.

Press, G. (2016). Artificial Intelligence Defined as A New Research Discipline: This Week in Tech History. Forbes.

Priyambadha, B., Pradana, F., & Bachtiar, F. A. (2020). Uncovering Player Behavior in Determining Game Types in Gamified Programming E-Learning. Journal of Information Technology and Computer Science, 7(4), 765-772.

Rogerson, A. M., & McCarthy, G. (2017). Using Internet-based paraphrasing tools: Original work, patchwriting or facilitated plagiarism. International Journal for Educational Integrity, 13(1), 2. https://doi.org/10.1007/s40979-016-0013-y

Rahmayani, S. O. (2018). Students’ difficulties in paraphrasing English texts (Unpublished bachelor’s thesis, Ar-Raniry State Islamic University).

Roe, J., & Perkins, M. (2022). What are automated paraphrasing tools and how do we address them? A review of a growing threat to academic integrity. International Journal for Educational Integrity, 18(1), 15. https://doi.org/10.1007/s40979-022-00109-w

Russel, S. J., & Norvig, P. (2016). Artificial intelligence: A modern approach (3rd ed.). Essex: Pearson.

Salah, M., Abdelfattah, F., Alhalbusi, H., & Al Mukhaini, M. (2023). Me and My AI Bot: Exploring the'AIholic'Phenomenon and University Students' Dependency on Generative AI Chatbots-Is This the New Academic Addiction?

Siregar, N. S. S. (2013). Persepsi orang tua terhadap pentingnya pendidikan bagi anak. JPPUMA: Jurnal Ilmu Pemerintahan dan Sosial Politik UMA (Journal of Governance and Political Social UMA), 1(1), 11-27

Sumakul, D. T. Y., Hamied, F. A., & Sukyadi, D. (2022). Students’ Perceptions of the Use of AI in a Writing Class. In 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021) (p. 52-57). Atlantis Press.

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.

Tran, T. T. T., & Nguyen, H. B. (2022). The effects of paraphrasing on EFL students' academic writing. Journal of Language and Linguistic Studies, 18(1), 976-987. https://doi:10.52462/jlls.233

Valin, J. (2018). Humans still needed: An analysis of skills and tools in public relations. Chartered Institute of Public Relations.

Woo, D. J., & Guo, K. (2023). Exploring an AI-supported approach to creative writing: Effects on secondary school students’ creativity

Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-023-11742-4

Zulfikar, T. (2020). EFL Research: Designs & Thesis Writing. Padebooks.

DOI: https://doi.org/10.24815/read.v10i3.36087