AI-Assisted EFL Writing: The Efficacy of an AI-Powered Paraphrasing Tool in Skill Improvement and Motivational Enhancement

AI-Assisted EFL Writing: The Efficacy of an AI-Powered Paraphrasing Tool in Skill Improvement and Motivational Enhancement | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article AI-Assisted EFL Writing: The Efficacy of an AI-Powered Paraphrasing Tool in Skill Improvement and Motivational Enhancement Aliakbar Tajik This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6848571/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract AI-powered dynamic writing platforms, particularly QuillBot, offer transformative opportunities to improve English language learning by actively engaging learners in writing tasks. Despite their growing presence, the role of artificial intelligence in enhancing writing skills and motivating English as a Foreign Language (EFL) learners remains insufficiently examined. This study addresses this gap by exploring QuillBot’s effects on EFL learners’ writing proficiency—including coherence, vocabulary use, grammatical accuracy, and task completion—and on their motivation. A mixed-methods design was employed with 65 intermediate students from Islamic Azad University, randomly assigned to an experimental group using QuillBot or a control group following traditional classroom-based writing activities. Quantitative data were gathered through IELTS-aligned assessments and motivation scales, while qualitative insights emerged from semi-structured interviews. Findings revealed statistically significant improvements across all writing dimensions and in motivation for the QuillBot group, alongside greater engagement and autonomy. Participants highlighted personalized feedback, real-time error correction, and enhanced confidence as key benefits of AI-assisted instruction. QuillBot also fostered self-regulation and adaptive learning paths tailored to individual strengths and weaknesses, contributing to more effective and enjoyable writing experiences. These results demonstrate QuillBot’s potential to address common pedagogical challenges in EFL writing instruction, particularly the need for timely, individualized support and sustained learner motivation. The study offers practical recommendations for integrating AI-driven tools into language classrooms and calls for further research to investigate their long-term effects on independent writing development, critical thinking, and learner engagement. AI-driven Writing Quillbot Writing skills Motivation to Write EFL Learners Mixed-Methods Study Technology-Enhanced Language Teaching Full Text Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6848571","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":555230359,"identity":"b33bed26-01a2-463d-beef-1d9bc793b149","order_by":0,"name":"Aliakbar 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Despite their growing presence, the role of artificial intelligence in enhancing writing skills and motivating English as a Foreign Language (EFL) learners remains insufficiently examined. This study addresses this gap by exploring QuillBot\u0026rsquo;s effects on EFL learners\u0026rsquo; writing proficiency\u0026mdash;including coherence, vocabulary use, grammatical accuracy, and task completion\u0026mdash;and on their motivation. A mixed-methods design was employed with 65 intermediate students from Islamic Azad University, randomly assigned to an experimental group using QuillBot or a control group following traditional classroom-based writing activities. Quantitative data were gathered through IELTS-aligned assessments and motivation scales, while qualitative insights emerged from semi-structured interviews. Findings revealed statistically significant improvements across all writing dimensions and in motivation for the QuillBot group, alongside greater engagement and autonomy. 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