Paraphrasing Strategies and Levels of Proficiency of an AI-generated QuillBot and Paraphrasing Tool: Case Study of Scientific Research Abstracts
Abstract
AI-generated paraphrasing tools, especially QuillBot and Paraphrasing Tool, play a crucial role in preventing plagiarism in academic writing. However, their effectiveness and proficiency have been questioned, particularly regarding the adequacy of their strategies. This qualitative study analyzed the paraphrasing strategies and proficiency levels of QuillBot and Paraphrase Tool. Using a purposive sampling technique, all 30 abstracts from one issue of the Journal of Second Language Writing were paraphrased using the two paraphrasing tools in their standard modes, and the results were analyzed using the frameworks of Keck (2014) and Nabhan et al. (2021). The results of the study indicated that both tools primarily used synonym substitution, with QuillBot favoring word-level changes and Paraphrase Tool emphasizing sentence restructuring. QuillBot tended to show minimal revision, followed by moderate revision, while Paraphrase Tool exhibited more moderate revision, followed by minimal and substantial revision. Paraphrase Tool exhibited broader paraphrasing capability than QuillBot, but both tools show some paraphrasing limitations. Overall, while these tools may enhance some writing, writers should thoroughly review the core concepts of the original texts and grammatical structures in specific contexts. For novice writers, paraphrasing practice in classrooms should be conducted under teachers’ guidance. AI-generated tools should be secondary.
References
Adam, L. (2016). Student Perspectives on Plagiarism. In Bretag, T. (Eds), Handbook of academic integrity. Springer.
Adam, L., Anderson, V., & Spronken‐Smith, R. (2017). ‘It’s Not Fair’: Policy Discourses and Students’ Understandings of Plagiarism in a New Zealand University. Higher Education, 74(1), 17-32. https://doi.org/10.1007/s10734-016-0025-9
Azkar, N. (2021). Student’s Paraphrasing Skill in Academic Writing: Difficulties and Strategies [Master’s thesis, Hasanuddin University]. Repository. https://repository.ar-raniry.ac.id/id/eprint/24304
Badiozaman, I.F.A. (2014). Paraphrasing Challenges Faced by Malaysian ESL Students. Issues in Language Studies, 3(1), 49-69.
Bailey, S. (2006). Academic writing: A handbook for international students (2nd ed.). Routledge.
Bairagi, V.K., & Munot, M.V. (2019). Research methodology. Chapman and Hall/CRC.
Chanpradit, T. (2022). Paraphrasing in Academic Writing for Students. https://www.mebmarket.com/ebook-199044-Paraphrasing-in-Academic-Writing-for-Students
Chen, X. W., & Lee, I. (2022). Conflicts in Peer Interaction of Collaborative Writing – A Case Study in an EFL Context. Journal of Second Language Writing, 58, 1-16. https://doi.org/10.1016/j.jslw.2022.100910
di Gennaro, K., Choong, K.P., & Brewer, M. (2023). Uniting CLA with WAW via SLA: Learning About Written Language as a Model for College Writing Courses. Journal of Second Language Writing, 60, 2-6. https://doi.org/10.1016/j.jslw.2023.100967
Driessen, K. (2022). Best Paraphrasing Tool | Free & Premium Tools Compared. https://www.scribbr.com/language-rules/best-paraphrasing-tool/
Dung, T.T.M. (2010). An Investigation in Paraphrasing Experienced by Vietnamese Students of English in Academic Writing [Master’s thesis, University of Da Nang]. Tailieuso. http://tailieuso.udn.vn/bitstream/TTHL_125/1417/1/Fulltext.124.pdf
Fandl, K.J., & Smith, J. (2014). Success as an online student. Routledge.
Fitria, T.N. (2022). Avoiding Plagiarism of Students’ Scientific Writing by Using the QuillBot Paraphraser. Elsya, 4(3), 252-262. https://doi.org/10.31849/elsya.v4i3.9917
Habibie, P., & Flowerdew, J. (2023). Critical Language Awareness and English for Research Publication Purposes. Journal of Second Language Writing, 60, 1-3. https://doi.org/10.1016/j.jslw.2023.100990
Hu, G., & Son, X. (2017). Institutional Policies on Plagiarism: The Case of Eight Chinese Universities of Foreign Languages/International Studies. System, 66, 56-68. https://doi.org/10.1016/j.system.2017.03.015
Inaba, R., Murakami, Y., Nadamoto, A., & Ishida, T. (2007). Multilingual communication support using the language grid Intercultural Collaboration. Springer
Injai, R. (2015). An Analysis of Paraphrasing Strategies Employed by Thai EFL Students: Case Study of Burapha University [Master’s thesis, Burapha University]. Digital Collection Library. https://digital_collect.lib.buu.ac.th/dcms/files/54910112.pdf
Irmadamayanti. (2018). An Analysis of Paraphrasing Experienced by English Students in Academic Writing [Master’s thesis, Ar-Raniry State Islamic University]. Repository. https://repository.ar-raniry.ac.id/id/eprint/3582/1/IRMADAMAYANTI.pdf
Josua, L.M. (2024). A ‘vingerklip’ view on academic writing among masters’ degree students: A case of research proposals in the University of Namibia. Journal of English Teaching, 10(1), 1-14. https://doi.org/10.33541/jet.v10i1.5573
Kaposi, D., & Dell, P. (2012). Discourses of Plagiarism: Moralist, Proceduralist, Developmental and Inter-Textual Approaches. British Journal of Sociology of Education, 33(6), 813-830. https://doi.org/10.1080/01425692.2012.686897
Keck, C. (2014). Copying, Paraphrasing, and Academic Writing Development: A Re-examination of L1 and L2 Summarization Practices. Journal of Second Language Writing, 25, 4-22. https://doi.org/10.1016/j.jslw.2014.05.005
Masniyah. (2017). The Use of Paraphrasing Strategy to Improve The Students' Writing Ability At The 2nd Year Students of SMAN 1 Tinambung [Master’s thesis, Universitas Islam Negeri Alauddin Makassar]. Repository. https://repositori.uin-alauddin.ac.id/4914/.
Na, C.D., & Nguyen, M.X.N.C. (2017). Paraphrasing in Academic Writing: A Case Study of Vietnamese Learners of English. Language Education in Asia, 8(1), 9-24. https://doi.org/10.5746/leia/17/v8/i1/a02/na_mai
Nabhan, M., Rahayu, P. S., & Nor, H. (2021). Paraphrasing strategies in higher education. Proceedings International Conference on Education of Suryakancana. https://jurnal.unsur.ac.id/cp/article/view/1380
Niño, A. (2009). Machine Translation in Foreign Language Learning: Language Learners’ and Tutors’ Perceptions of Its Advantages and Disadvantages. ReCALL, 21(2), 241-258. https://doi.org/10.1017/S0958344009000172
Pinjaroenpan, B., & Danvivath, U. (2017). Paraphrasing in English Academic Writing by Thai Graduate Students. Global Journal of Business and Social Science Review, 5(4), 48-54. https://doi.org/10.35609/gjbssr.2017.5.4(7)
Prentice, F.M., & Kinden, C.E. (2018). Paraphrasing Tools, Language Translation Tools and Plagiarism: An Exploratory Study. International Journal for Educational Integrity, 14(11), 1-16. https://doi.org/10.1007/s40979-018-0036-7
Purnamasari, A. (2018). Classroom-Based Assessment of EFL Academic Essay Writing Class: Who Gets the Benefits?. Journal of English Teaching, 4(2), 94-102.
Reinders, H., Dudeney, G., & Lamb, M. (2022). Using technology to motivate learners. Oxford University Press.
Rogers, B. (2007). The complete guide to the TOEFL test: Writing. Cengage Learning Japan Publishing Trading
Rogerson, A., & McCarthy, G. (2017). Using Internet Based Paraphrasing Tools: Original Work, Patchwriting or Facilitated Plagiarism?. International Journal for Educational Integrity, 13(2), 1-15. https://doi.org/10.1007/s40979-016-0013-y
Sarair, S., Astila, I., & Nurviani, R. (2019). Acehnese Students’ Skills in Paraphrasing English Texts: A Case Study at Two Universities in Banda Aceh. Proceedings of the 2nd English Education International Conference (EEIC) in conjunction with the 9th Annual International Conference (AIC), 2, 151-159. http://eeic.usk.ac.id/proceedings/index.php/eeic/index
Solanki, A., Kumar, S., & Nayyar, A. (2019). Handbook of research on emerging trends and applications of machine learning. IGI Global.
Soles, D. (2003). The essentials of academic writing. Boston, MA: Houghton Mifflin
Somers, H. (2013). Computer-assisted language learning and machine translation. In C. Chapelle (Ed.), The encyclopedia of applied linguistics. Wiley-Blackwell.
Swales, J.M., & Feak, C.B. (2012). Academic writing for graduate students (3rd ed.). University of Michigan Press.
Trivette, W. (2020). Upgrade your English writing skills. Winfield Trivette II.
Xu, J., Zheng, Y., & Braund, H. (2023). Voices from L2 Learners Across Different Languages: Development and Validation of a Student Writing Assessment Literacy Scale. Journal of Second Language Writing, 60, 1-13. https://doi.org/10.1016/j.jslw.2023.100993
Xuyen, N. T. (2023). Using the Online Paraphrasing Tool QuillBot to Assist Students in Paraphrasing the Source Information: English-Majored Students’ Perceptions. Proceedings of the 5th Conference on Language Teaching and Learning, 21-27. https://doi.org/10.21467/proceedings.150.3
Yoon, H. (2021). Challenging the Connection Between Task Perceptions and Language Use in L2 writing: Genre, Cognitive Task Complexity, and Linguistic Complexity. Journal of Second Language Writing, 54, 1-14. https://doi.org/10.1016/j.jslw.2021.100857
Zulkarnain, I. (2020). Paraphrasing Techniques in Avoiding Plagiarism [Master’s thesis, Hasanuddin University]. Repository. http://repository.unhas.ac.id/id/eprint/17469/
- View 299 times Download 299 times pdf
Copyright (c) 2024 JET (Journal of English Teaching)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyrights for articles published in JET are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
