AI As a System: Quality of Quillbot-Assisted Written Discourse of Teacher Education Students
DOI:
https://doi.org/10.5281/zenodo.21660688Keywords:
Performance Of Students, Instantaneous Text, Quillbot-Assisted Text, Artificial Intelligence, Written DiscourseAbstract
This study assessed the quality of Instantaneous and QuillBot-assisted written discourse of first
year Teacher Education students and their scores on the criteria dimensions along content,
organization, grammar, mechanics, and vocabulary. This study utilized the Descriptive
Comparative research design, which assessed a total of 105 respondents’ data. With the analyzed
corpora, the findings established that there are significant differences of the essays with the
assistance of QuillBot on the overall score. This study proved a significant improvement towards
the students' written performance with the assistance of QuillBot. All five dimensions of the rubric
show significant improvement from the instantaneous text of the students and after the assistance
of QuillBot. Reflecting on the findings, this paper offers two intervention plans for the
implementation of the use of QuillBot in writing. With this, it is recommended for students to use
QuillBot as a writing intervention tool to improve the written performance of students.
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Copyright (c) 2024 Mark Joseph V. Tintero, Jessica C. Gaspar, Bryan P. Butial, Marla E. Malazzab, Amie U. Columna, Jovanie G. Bravo, Mark John M. Tamanu
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