Enhancing English writing proficiency in university EFI learners through Quillbot: an analysis of reformulation, clarity, and lexical advancement

Abstract

Artificial Intelligence (AI) into education has reshaped approaches to language learning and writing development. This study investigates the role of AI tools, specifically QuillBot, in enhancing writing skills of English as a Foreign Language (EFL) university students. The research focuses on three core dimensions of writing improvement: Reformulation Proficiency, Clarity Optimization, and Lexical Advancement. A quasi-experimental design was employed with two groups: an experimental group that received AI-assisted writing support and a control group that engaged in traditional writing practices. Pretests and posttests were conducted to measure progress, and learners’ perceptions were gathered through surveys categorized into six response scales. The study found statistically significant improvements in the experimental group across all three measured dimensions. An ANOVA analysis confirmed a strong interaction effect between group and time, indicating that students using QuillBot showed a superior ability to effectively reformulate sentences, enhance clarity in writing, and broaden their vocabulary compared to the control group. Furthermore, survey data revealed a generally positive reception among learners, with the highest approval ratings for reformulation proficiency, clarity optimization, and lexical Advancement. The findings from this research suggest that AI-driven writing tools are a valuable resource for EFL learners. By offering immediate feedback and opportunities for vocabulary enrichment, these tools effectively supplement traditional pedagogical approaches. The study’s results point to the substantial pedagogical benefits of integrating AI into academic writing courses, though it also stresses the importance of maintaining a balance between tool reliance and the cultivation of critical thinking and creative expression.