The Impact of AI Paraphrasing Tools across EFL Students’ Academic Writing | ||||
| مجلة کلية الآداب . جامعة بني سويف | ||||
| Article 10, Volume 26, Issue 75, June 2025, Page 5-26 PDF (766.29 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jfabsu.2024.328296.1381 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Dr . Tamer Hamed Mohamed 
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| AlObour High Institutes | ||||
| Abstract | ||||
| The use of AI-driven automated paraphrasing tools (APTs) is a topic of debate among researchers and educators. While these tools can enhance students’ writing skills, improper use may lead to plagiarism accusations. This study explored EFL students’ views on APTs in academic writing, addressing a gap in the literature by examining their roles, suitability, and effectiveness, as well as their advantages and disadvantages. Participants used APTs during a research project course, and their perceptions were gathered through questionnaires and semi-structured interviews. The results indicated that EFL students generally have a positive view of APTs, considering them beneficial for their academic writing. However, the study advises against over-reliance on APTs, emphasizing the importance of learning to paraphrase and ensuring the appropriateness of APT-generated texts.The use of AI-driven automated paraphrasing tools (APTs) is a topic of debate among researchers and educators. While these tools can enhance students’ writing skills, improper use may lead to plagiarism accusations. This study explored EFL students’ views on APTs in academic writing, addressing a gap in the literature by examining their roles, suitability, and effectiveness, as well as their advantages and disadvantages. Participants used APTs during a research project course, and their perceptions were gathered through questionnaires and semi-structured interviews. The results indicated that EFL students generally have a positive view of APTs, considering them beneficial for their academic writing. However, the study advises against over-reliance on APTs, emphasizing the importance of learning to paraphrase and ensuring the appropriateness of APT-generated texts. | ||||
| Keywords | ||||
| Academic writing; AI paraphrasing tools; automated paraphrasing tools; English as a Foreign Language; research projects | ||||
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