AI-Assisted EFL Writing: The Efficacy of an AI-Powered Paraphrasing Tool in Skill Improvement and Motivational Enhancement

AI-powered dynamic writing platforms, particularly QuillBot, offer transformative opportunities to improve English language learning by actively engaging learners in writing tasks. Despite their growing presence, the role of artificial intelligence in enhancing writing skills and motivating English as a Foreign Language (EFL) learners remains insufficiently examined. This study addresses this gap by exploring QuillBot’s effects on EFL learners’ writing proficiency—including coherence, vocabulary use, grammatical accuracy, and task completion—and on their motivation. A mixed-methods design was employed with 65 intermediate students from Islamic Azad University, randomly assigned to an experimental group using QuillBot or a control group following traditional classroom-based writing activities. Quantitative data were gathered through IELTS-aligned assessments and motivation scales, while qualitative insights emerged from semi-structured interviews. Findings revealed statistically significant improvements across all writing dimensions and in motivation for the QuillBot group, alongside greater engagement and autonomy. Participants highlighted personalized feedback, real-time error correction, and enhanced confidence as key benefits of AI-assisted instruction. QuillBot also fostered self-regulation and adaptive learning paths tailored to individual strengths and weaknesses, contributing to more effective and enjoyable writing experiences. These results demonstrate QuillBot’s potential to address common pedagogical challenges in EFL writing instruction, particularly the need for timely, individualized support and sustained learner motivation. The study offers practical recommendations for integrating AI-driven tools into language classrooms and calls for further research to investigate their long-term effects on independent writing development, critical thinking, and learner engagement.