QuillBot as an AI Writing Support Tool in English Academic Writing: MA TESOL Students’ Perceived Challenges and Solutions

This study investigates Master of Arts in Teaching English to Speakers of Other Languages students’ perceptions of QuillBot, an artificial intelligence–powered paraphrasing and writing support tool, in enhancing English academic writing and preparing texts for publication. The study is significant as it provides empirical insights into how artificial intelligence–based writing tools are perceived by postgraduate students and informs pedagogical practices for responsible technology integration in academic writing instruction. Fifteen female students from the English Language Institute at King Abdulaziz University participated in semi-structured interviews to examine how QuillBot influences grammatical accuracy, sentence clarity, paraphrasing strategies, and writing confidence in scholarly texts. Thematic analysis revealed predominantly positive perceptions, with participants viewing QuillBot as a supportive tool that addresses common linguistic challenges and improves writing efficiency. Nevertheless, concerns emerged regarding overreliance, stylistic distortion, and ethical considerations associated with the use of artificial intelligence in academic publishing. The findings underscore the need for critical awareness and pedagogical guidance to ensure the responsible integration of artificial intelligence in writing instruction. Limitations include the study’s small, gender-specific, and single-institution sample, which may affect generalizability. Overall, the study contributes to ongoing discussions on the responsible integration of artificial intelligence in English academic writing and publishing, highlighting its potential to enhance student performance while safeguarding academic integrity.