Perception of English Education Students on Quillbot as A Tool for Vocabulary Acquisition

Abstract

This study aims to explore the perceptions of sixth-semester students of the English Education Study Program at UIN Raden Intan Lampung regarding the role of QuillBot as a medium for English vocabulary learning. The increasing integration of Artificial Intelligence (AI) in education, particularly through applications such as QuillBot, serves as the background of this research, highlighting its potential as an authentic learning resource in EFL contexts. Vocabulary mastery is positioned as a fundamental component for the development of the four language skills: listening, speaking, reading, and writing. This study employed a qualitative approach with data obtained through a Likert-scale questionnaire and semi-structured interviews administered to 50 students who actively used QuillBot. The interview instrument was developed based on Patton and Moleong’s theory, while the questionnaire was adapted from the Technology Acceptance Model (TAM). The findings indicate that most participants expressed positive perceptions toward QuillBot, describing it as a useful, motivating, and efficient tool for vocabulary acquisition. Features such as the Paraphraser and Synonym Finder were reported to enhance understanding of word choice, sentence construction, and contextual usage. Additionally, QuillBot facilitated self-directed learning through convenient access, real-time feedback, and the promotion of independent exploration. This study concludes that QuillBot can serve as an effective supplementary medium for vocabulary development and suggests its thoughtful integration into digital-based language learning strategies.