THE USE OF AI-BASED WRITING TOOLS (QUILLBOT AND CHATGPT) IN DEVELOPING THE WRITING COMPETENCE OF LANGUAGE LEARNERS
DOI:
https://doi.org/10.31851/esteem.v8i2.18956Keywords:
Artificial Intelligence, ChatGPT, Quillbot, Wrtiting Skills, LanguageAbstract
The study explored the impact of AI-based writing tools, namely QuillBot and ChatGPT, on enhancing the writing competence of students enrolled in the English for Business Writing course within the D4 Marketing Management program at Politeknik Negeri Malang. Employing a descriptive qualitative approach, data were collected through a series of pre-tests and post-tests to assess changes in students’ writing performance. The findings demonstrated a marked improvement across various writing components, with average scores consistently exceeding 3.0. ChatGPT played a pivotal role in facilitating idea generation and structuring written texts, while QuillBot proved effective in refining grammatical accuracy, spelling, and vocabulary usage. When used in tandem, these tools significantly improved the content quality, coherence, and overall organization of students' writing. The study recommends the sustained integration of these AI-powered applications alongside systematic writing practice and constructive teacher feedback. Moreover, it offers practical insights for language educators seeking to leverage artificial intelligence to support and enhance learners' writing development.
References
Al-Bahadli, K. H., Al-Obaydi, L. H., & Pikhart, M. (2023). The impact of the online project-based learning on students’ communication, engagement, motivation, and academic achievement. psycholinguistics, 33(2), 217–237. https://doi.org/10.31470/2309-1797-2023-33-2-217-237
Anik, J., Noodiana, & Wahyuning, E. (2021). TikTok function in the millennial era. international joint conference on arts and humanities.
Anđelković, J., Meršnik, M., & Jović, J. (2022). Project-Based translation of wikipedia articles in a tertiary esp context: planning, execution and lessons learnt. esp today, 10(1), 123–144. https://doi.org/10.18485/esptoday.2022.10.1.6
Anik, J., Noodiana, & Wahyuning, E. (2021). TikTok function in the millennial era. international joint conference on arts and humanities.
Asmara, Y. V., & Kastuhandani, F. C. (2024). Students’ lived experience in utilizing quillbot as an online paraphrasing tool in academic writing. an english-indonesian journal for english, 13(1). https://doi.org/10.31000/globish.v7i2
Destriana, Dian Nuzulia Armariena, & Marleni. (2024). Development of comics based learning media in class 2 theme 5 material my experience at home. esteem journal of english education study programme, 7(2), 437–445. https://doi.org/10.31851/esteem.v7i2.15130
Febriyanti. (2022). The Implementation of Using Flash Card in Teaching Writing. SELL Journal, 7(1), 80–90.
Gustiningsi, T., Putri, R. I. I., & Hapizah, Z. (2024). LEPscO: Mathematical literacy learning environment for the Guru Penggerak program. Journal on Mathematics Education, 15(2), 661–682. https://doi.org/10.22342/jme.v15i2.pp661-682
Hetilaniar, Zulaeha, I., Mardikantoro, H. B., & Yuniawan, T. (2023). Phonological connections in the dialects of komering, indonesia. universitas negeri semarang.
Hyland, K. (2022). English for specific purposes: what is it and where is it taking us? esp today, 10(2), 202–220. https://doi.org/10.18485/esptoday.2022.10.2.1
Ida Royani, & Sihombing, M. R. (2024). Chatgpt in the academic writing classroom. esteem journal of english education study programme, 7(2), 630–638. https://doi.org/10.31851/esteem.v7i2.15615
Juntarciego, M. J. C., Gaboy, R. G., Delos Santos, Ma. R. H. M., & Collantes, L. M. (2025). Learning with ai: the impact of chatgpt and quillbot to approaches to learning (atl) skills of students. indonesian journal of education research (ijoer), 6(2), 105–118. https://doi.org/10.37251/ijoer.v6i2.1293
Kamarullah, Sarinauli, B., & Syahmidi, H. (2024). AI writing tools in the classroom: investigating usage, challenges, and adaptations by rural english teachers. premise: journal of english education and applied linguistics, 13, 1018–1044. https://doi.org/10.24127/pj.v13i3.10914
Kit, O., Kilag, T., Uy, F. T., Macapobre, K. A., Canonigo, K., Anrev, J., Pansacala, A., Flordelis, M., Cabaluna, R., & Calunsag, J. E. (2024). Exploring the impact of language exposure on students’ english comprehension. international multidisciplinary journal of research for innovation, sustainability, and excellence (imjrise), 1(7), 85–91. https://doi.org/https://doi.org/10.5281/zenodo.12614542
Kurniati, E. Y., & Fithriani, R. (2022). Post-Graduate Students’ Perceptions of Quillbot Utilization in English Academic Writing Class. JELTL (Journal of English Language Teaching and Linguistics), 7(3), 437–451. https://doi.org/10.21462/jeltl.v7i3.852
Laila, N., & Daulay, E. (2024). Students perception of using quillbot to improve students writing skills. indonesian efl journal (ieflj), 10(2), 223–232. https://doi.org/10.25134/ieflj.v10i2.10083
Latifah, S., Muth’im, A., & Nasrullah, N. (2024). The use of quillbot in academic writing: a systematic literature review. journey: journal of english language and pedagogy, 7(1), 110–121. https://doi.org/10.33503/journey.v7i1.872
Losi, R. V., Putra, E., Ali, N., & Dewi, A. S. (2024). Using artificial intelligence (ai) to improve efl students’ writing skill. ijeal (international journal of english and applied linguistics), 4(1), 62–70. https://chat.openai.com,
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2), 1–17. https://doi.org/10.1080/2331186X.2023.2236469
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
Olsson, A., & Tbena, A. (2023). Physically oriented learning meets vocabulary acquisition and motivation: how the ESL classroom can combine with PE through cross-curricular collaboration. DIVA. https://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1731436&dswid=-6545
Paludo, G., & Montresor, A. (2024). Fostering metacognitive skills in programming: leveraging ai to reflect on code. ceur workshop proceedings, 3879. https://www.researchgate.net/profile/giulia-paludo/publication/385620293_fostering_metacognitive_skills_in_programming_leveraging_ai_to_reflect_on_code/links/672cc58577f274616d625fdc/fostering-metacognitive-skills-in-programming-leveraging-ai-to-reflect-o
Rahayu, Weda, S., Muliati, & De Vega, N. (2024). Artificial intelligence in writing instruction: a self-determination theory perspective. xlinguae, 17(1), 234–244. https://doi.org/10.18355/xl.2024.17.01.16
Rashidin, M. S., Gang, D., Javed, S., & Hasan, M. (2022). The role of artificial intelligence in sustaining the e-commerce ecosystem. journal of global information management, 30(8), 1–25. https://doi.org/10.4018/jgim.304067
Rohmawati, C. (2021). Internet based learning during covid-19 pandemic in efl classroom. journal of english language teaching and literature (jeltl), 4(2), 28–38. https://doi.org/10.47080/jeltl.v4i2.1445
Royani, I., Cahyani, N., & Ariannur, W. (2021). English students ’ learning strategies during pandemic covid 19. international online conference on english education, 1–16.
Saputra, A. G., & Hendriani, S. (2024). Students’ perception on the advantages of using quillbot in their english learning. 12(2), 2523–2536. https://doi.org/10.2456/ideas
Sherine, A., Seshagiri, A. V. S., & Sastry, M. M. (2020). Impact of whatsapp interaction on improving L2 speaking skills. International Journal of Emerging Technologies in Learning, 15(3), 250–259. https://doi.org/10.3991/ijet.v15i03.11534
Suhardiman, S., Margana, Putro, N. H. P. S., Novianti, A., Kusumayanthi, S., & Guldana, B. (2025). AI-Driven web translation technologies as tools to boost article writing skills: comparative insights on chatgpt, google translate, quillbot, and deepl translate. journal of posthumanism, 5(5), 217–233. https://doi.org/10.63332/joph.v5i5.1317
Syarifah, E. F., & Fakhruddin. (2024). Exploring students’ experience in using ai to assist their writing. journal of english language learning (jell), 8(1), 558–564.
Tran, N., Hoang, D. T. N., Gillespie, R., Yen, T. T. H., & Phung, H. (2024). Enhancing EFL learners’ speaking and listening skills through authentic online conversations with video conferencing tools. Innovation in Language Learning and Teaching, 1–11. https://doi.org/10.1080/17501229.2024.2334809
Warschauer, M., & Kern, R. K. (2017). Network-Based Language Teaching: Concepts and Practice. Cambridge University Press.
Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1261955
Wulandari, H. (2020). Strategies in teaching speaking used by teachers of young, junior high school, senior high school, and university students. e-structural, 3(02), 115–130. https://doi.org/10.33633/es.v3i02.4225
Zou, B., Guan, X., Shao, Y., & Chen, P. (2023). Supporting speaking practice by social network-based interaction in artificial intelligence (ai)-assisted language learning. sustainability (switzerland), 15(4). https://doi.org/10.3390/su15042872
Zulfikar, Nasution, D. S., & Hasibuan, S. W. (2023). Mau’izhah: jurnal kajian keislaman. mau’izhah: jurnal kajian keislaman, 13(2). https://doi.org/10.55849/jiem.v1i1.1
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ririn Pratiwi Suharto, Zubaidi, Nurdjizah, Aulia Nourma Putri, Putri Sekarsari
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
