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EFL STUDENTS’ PERCEPTION ON AI-POWERED PARAPHRASING TOOLS FOR UNDERGRADUATE THESIS WRITING: A CASE STUDY AT STATE ISLAMIC UNIVERSITY OF RADEN FATAH, PALEMBANG

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Penilaian

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This study examines EFL students’ perceptions of AI-powered paraphrasing tools in undergraduate thesis writing. The method of the study is descriptive qualitative with case study approach, data were collected through questionnaires and interviews with 9th semester English Education students at UIN Raden Fatah Palembang. The findings show that students generally have positive views of AI paraphrasing tools, appreciating their ability to save time, improve writing quality, and reduce plagiarism risks. The main factor for using these tools include managing deadlines, simplifying complex ideas, and meeting academic requirements. Students demonstrate an awareness of academic integrity, stressing the importance of balancing AI tool usage with originality and personal effort, though concerns about over-reliance and ethical challenges remain. QuillBot is identified as the most familiar and widely used tool, with awareness shaped by peers, lecturers, and online platforms. This study highlights the value of AI paraphrasing tools in supporting academic writing while emphasizing the need for responsible use and manual refinement. It recommends that universities offer clearer guidance on ethical tool use and suggests further research to explore the long-term effects of these tools on writing development and academic integrity.

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Availability

Inventory Code	Barcode	Call Number	Location	Status
2507000720	T164796	T1647962024	Central Library (Reference)	Available but not for loan - Not for Loan

Detail Information

Series Title

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Call Number

T1647962024

Publisher

Indralaya : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan., 2024

Collation

xvii, 28 hlm., ilus., tab.; 29 cm

Language

Indonesia

ISBN/ISSN

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Classification

371.307

Content Type

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Media Type

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Carrier Type

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Edition

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Subject(s)

Metode Pembelajaran

Specific Detail Info

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Statement of Responsibility

EM

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