Speaker
Description
As artificial intelligence plays an increasingly important role in education, writing tools such as QuillBot are becoming popular among university learners for supporting the development of academic writing skills, especially essay writing. This study explores how English-majored students at a university in Central Vietnam use QuillBot in their essay writing, focusing specifically on the features and modes they use most frequently and their reasons for using the tool. Grounded in the frameworks of digital writing pedagogy and computer-assisted language learning, the study collected data through surveys with 76 participants and semi-structured interviews with 10 selected learners. The findings indicate that the Paraphraser and Grammar Checker are the most frequently used features, with the Standard and Fluency modes of the Paraphraser being particularly favoured. Students reported using QuillBot primarily because it offers multiple features that support paraphrasing and essay composition. They found it easy to use for both explaining ideas and writing essays. High mean scores also reflect students’ appreciation for QuillBot’s accessibility, user-friendliness, and its ability to save time and reduce effort during the writing process. The study emphasises the importance of critical use of QuillBot and recommends that educators provide appropriate guidance to help learners achieve optimal pedagogical outcomes.
Biography
This project is a collaborative effort by five fourth-year students from the Faculty of English, University of Foreign Languages and International Studies, Hue University. Representing a range of English-related majors, the team brings together diverse academic strengths and a shared interest in language education and technology integration.
Le Hoanh Lam Chi and Ho Dang Xuan Ngoc both major in English Language Teaching, with particular interests in language pedagogy and educational innovation. Pham Le Minh Anh, specialising in English Teaching to Young Learners, offers insights into how writing strategies and tools like QuillBot can be adapted across learner levels. Ho Hong Gia Huy, majoring in English for Interpretation, contributes a strong focus on paraphrasing, vocabulary precision, and bilingual writing skills, closely tied to the core functions of AI-supported writing. Huynh Nhat Hao, majoring in English for Tourism, brings perspectives on practical, context-based English use and the role of clear communication in intercultural settings, relevant to the development of academic writing tools.
Led by Le Hoanh Lam Chi, the group began this project as part of their Research Methodologies course and developed it further based on their mutual interest in the topic. Each member contributed actively to the research, drawing on their specialisations to enrich the analysis and provide a well-rounded understanding of the issue.
The group shares a passion for the English language and the integration of educational technology in language learning. Their joint interest lies in exploring how digital tools, particularly those powered by artificial intelligence, can support second language development and improve teaching and learning outcomes. They hope their research on students’ use of QuillBot will offer valuable insights for educators, learners, and developers working at the intersection of language education and digital innovation.
