USING QUILLBOT TO ENHANCE PARAPHRASING SKILLS AMONG ALGERIAN EFL UNIVERSITY STUDENTS
USING QUILLBOT TO ENHANCE PARAPHRASING SKILLS AMONG ALGERIAN EFL UNIVERSITY STUDENTS

Summary/Abstract: This study investigates the effectiveness of QuillBot, an AI-powered paraphrasing tool, in enhancing Algerian EFL university students’ paraphrasing skills within linguistics coursework. Paraphrasing remains a complex academic skill for many EFL learners, especially when dealing with content-heavy, discipline-specific texts. While AI tools like QuillBot are gaining popularity, few studies have evaluated their impact through controlled interventions in subject-specific academic contexts, particularly in underrepresented regions such as North Africa. Ninety third-year English majors at Batna 2 University participated ina four-week quasi-experimental study. Students were divided into an experimental group (N= 45), which received guided instruction on using QuillBot during linguistics writing tasks, and a control group (N = 45), which followed traditional instruction. Pre- and post-tests measured students’ paraphrasing performance, while qualitative data were gatheredthrough open-ended questionnaires and focus group discussions designed to explorelearners’ experiences and attitudes. Quantitative findings revealed statistically significant improvements in the experimental group’s paraphrasing performance, with large effect sizes. Qualitative results showed that students valued QuillBot for expanding vocabulary, improving sentence structure, and increasing confidence in expressing complex academic content. However, concerns emerged about over-reliance on the tool, limited criticalreflection, and potential ethical issues when using AI-generated language. The study highlights the pedagogical potential of integrating AI tools like QuillBot into subject-specific writing instruction, particularly when combined with explicit strategies that promote critical engagement, ethical awareness, and learner autonomy. By focusing on a content-driven course in an under-researched Algerian context, this research contributes empirical evidence to the evolving discussion on AI in education and offers practical implications for instructors seeking to enhance writing instruction through responsible AI integration.

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