Exploring the Potential Synergy of Quillbot as a Natural Language Processing Tool in Demystifying Academic Writing
DOI:
https://doi.org/10.70091/atras/AI.5Keywords:
Academic writing, artificial intelligence, automated proofreading, natural language processing, QuillbotAbstract
This study investigates the ongoing integration of natural language processing tools, specifically QuillBot, in academic writing. These tools, offering advanced features like grammar checking, automated proofreading, and word suggestions, are fundamental in enabling students to take control of their writing. Additionally, the current research addresses the transformative role of AI-based writing assistants, reshaping the writing paradigms to respond to learners’ educational demands. This investigation contributes to the understanding of the integration of natural language processing in the context of academia. Furthermore, it unveils the transformative effect of natural language processing tools, particularly QuillBot in enhancing academic writing opportunities among EFL master’s students. To examine this endeavor, a combination of quantitative and qualitative methods was employed. Firstly, an online survey was distributed to thirty-five EFL students pursuing a master's degree to gather quantitative data on their usage patterns of natural language processing tools in academic writing. The survey questions emphasized the frequency of Quillbot usage, common features utilized, the entire perception of Natural Language Processing usage experience, and further recommendations. Additionally, we conducted participant- observation to capture qualitative insights into master students’ perceptions of using QuillBot in their writing practices. This quantitative approach allowed for detecting the effectiveness of employing these tools in academic writing against traditional processes. The research findings reveal a comprehensive understanding of the participants' perceptions regarding the crucial role of QuillBot and its transformative impact on their academic writing proficiency compared to traditional approaches.
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