The integration of artificial intelligence (AI) in education, particularly in English as a
Foreign Language (EFL) learning, is increasingly significant in the era of Education 4.0.
Despite the growing use of AI-powered tools like QuillBot, research exploring their
effects on EFL students' academic writing remains limited, especially regarding both
advantages and disadvantages from the users’ perspective. This study investigates EFL
students’ perceptions of QuillBot impact on their writing skills by examining their
experiences with its features, such as paraphrasing, grammar checking, and plagiarism
detection. Employing a qualitative case study approach, data were collected from
questionnaires and semi-structured interviews with eight fifth-semester students from an
English Education programm. The findings reveal that students perceive positive impact
from QuillBot as a valuable tool that enhances vocabulary, grammar, and writing fluency,
increases confidence, and aids in avoiding plagiarism. However, concerns about over
reliance on AI and occasional technical inaccuracies were noted. The study concludes
that while QuillBot significantly supports writing development, its use should be balanced
with independent writing practices to ensure comprehensive skill enhancement. This
research contributes to the growing discourse on AI-assisted language education, offering
insights for students, educators, and researchers on the effective use of AI tools in writing
class.
Keywords: Artificial Intelligence (AI), English as a Foreign Language (EFL),
QuillBot, AI-powered tools, Writing.