Arab World English Journal (AWEJ) Volume 14. Number 3 September 2023 Pp.166-181
DOI: https://dx.doi.org/10.24093/awej/vol14no3.11
EFL Students’ Perception of Using AI Paraphrasing Tools in English Language Research
Projects
Ammar Alammar
Department of English, College of Education,
Majmaah University, Majmaah, Saudi Arabia
Eman Abdel-Reheem Amin
Department of English, College of Education
Majmaah University, Majmaah, Saudi Arabia
Correspondence Author: e.abdelrahim@mu.edu.sa
Received:06/07/2023 Accepted: 08/03/2024 Published: 09/24/2023
Abstract:
Researchers and educators have different opinions on the use of AI-driven automated paraphrasing tools (APTs). Such tools can improve students’ writing performance but may result in accusations of plagiarism if students do not use them appropriately. This study aimed to examine EFL students’ perceptions of using APTs in their academic writing process. It fills a gap in the literature by highlighting the roles, appropriateness, and effectiveness of APTs use and identifying their advantages and disadvantages. During a research project course, the participants used APTs while writing their research papers. A questionnaire and semi-structured interviews were used to identify students’ perceptions of using APTs and to determine the advantages, disadvantages, and drawbacks of using them. The findings showed that EFL students’ perceptions toward using APTs are favorable; they view them as useful tools that have a significant impact on their academic writing process. The study recommended that APTs are helpful to EFL students but that students must not overly rely on them. Students must learn how to paraphrase to check the appropriateness of the texts produced by APTs.
Keywords: Academic writing, AI paraphrasing tools, automated paraphrasing tools, English
as a Foreign Language, research projects
Cite as: 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
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
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
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
Chui, H. C. (2022). The QuillBot grammar checker: Friend or foe of ESL student writers?Journal of Creative Practices in Language Learning and Teaching (CPLT), 10(1), 10–31.https://ir.uitm.edu.my/id/eprint/66534
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
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
Khrismawan, B., & Widiati, U. (2013). Students’ perceptions about paraphrasing and their cognitive processes in paraphrasing. TEFLIN Journal, 24(2), 135–157. https://journal.teflin.org/index.php/journal/article/view/162
Kurniati, E. Y., & Fithriani, R. (2022). Post-graduate students’ perceptions of Quillbot utilization in English academic writing class. Journal of English Language Teaching and Linguistics, 7(3), 437–451.https://doi.org/10.21462/jeltl.v7i3.852
McInnis, L. (2009). Analyzing English L1 and L2 paraphrasing strategies through concurrent verbal report and stimulated recall protocols (Unpublished Doctoral dissertation), University of Toronto, ?. TSPace.https://hdl.handle.net/1807/18105
Miranda, D. (2021). The impact of paraphrasing tools on students’ paraphrasing skills [Doctoral dissertation,Ar-Raniry State Islamic University]. UIN – Ar Raniry Repository.https://repository.ar-raniry.ac.id/id/eprint/20266
Nurmayanti, N., & Suryadi. (2023). The effectiveness of using Quillbot in improving writing for students of English Education study program.Jurnal Teknologi Pendidikan: Jurnal Penelitian dan Pengembangan Pembelajaran, 8(1),32–40. https://doi.org/10.33394/jtp.v8i1.6392
Prentice, F. M., & Kinden, C. E. (2018). Paraphrasing tools, language translation tools and plagiarism: An exploratory study. International Journal for Educational Integrity, 14(1), 1–16. https://doi.org/10.1007/s40979-018-0036-7
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. https://academicintegrity.eu/conference/proceedings/2019/PrenticeKinden01.pdf
Rahmayani, S. O.(2018). Students’ difficulties in paraphrasing English texts (Unpublished bachelor’s thesis, Ar-Raniry State Islamic University]. https://core.ac.uk/download/pdf/293472228.pdf
Ramadhani, P. (2019). The role of paraphrasing in writing research papers. ALSUNA: Journal of Arabic and English Language, 2(2), 117–128. https://doi.org/10.31538/alsuna.v2i2.482
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
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
Syahnaz, M., & Fithriani, R. (2023). Utilizing artificial intelligence-based paraphrasing tools in EFL writing class: A focus on Indonesian university students’ perceptions. Scope: Journal of English Language Teaching, 7(2), 210–218.http://dx.doi.org/10.30998/scope.v7i2.14882
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.Doi: 10.52462/jlls.233
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