Exploring the Use of Quillbot as a Self-Directed Learning Tool to Develop EFL Student’s Writing.

Abstract

The growing implementation of artificial intelligence (Al) across several sectors, including education, has resulted in a significant transformation. Al programs such as QuillBot are gaining popularity among students aiming to enhance their writing abilities. The extent to which QuillBot improves EFL writing proficiency is a progressively significant question in the recent digital landscape, yet it remains mostly unexplored in the Algerian context. This study aims to determine the extent to which the students rely on Quillbot as a self-directed learning tool to improve their writing skills, and how it enhance their overall writing competency. Accordingly, the study explores the most appreciated features of QuillBot from the students' perspective, examines its potential role in supporting the development of EFL writing skills, and investigates how its integration within self-directed learning activities might influence learners' engagement and motivation, particularly at the Master One level. In order to answer these questions, a questionnaire has been designed and distributed to 56 first year Master students of English at the Department of Foreign Languages at Abdelhaffid Bossouf Mila University Centre. The findings of the study reveals that Quillbot improves students' paraphrasing abilities, vocabulary range, and grammatical accuracy, while enhancing self-confidence. It also helps students avoid plagiarism, improves organization, and enhances critical thinking. Integrating Quillbot into self-directed learning increases student engagement and motivation, especially for introverted and shy students. Finally, the research offers a set of recommendations for the students on how Quillbot can better be used.