AI Tools Enter the EFL Classroom
University students learning English as a foreign language face unique hurdles when developing academic writing skills. Expressing complex ideas in a second language often brings anxiety over grammar, vocabulary, and academic tone. Recent research highlights how AI-powered paraphrasing tools are stepping in as supportive aids, fundamentally altering how these students approach drafting and revision.
Tools such as QuillBot and similar platforms allow users to input text and receive alternative phrasings that maintain original meaning while varying sentence structure. For EFL learners, this capability offers immediate assistance during the writing process, helping bridge gaps in language proficiency.
The New Study from Bangladesh
A qualitative phenomenological investigation conducted by Nusrat Sultana Mahmud, Principal at Kazi Faruky College in Dhaka, explores these dynamics in depth. The study, published in June 2026, gathered insights through in-depth interviews with twelve undergraduate EFL students who regularly incorporate AI paraphrasing tools into their academic work.
Participants described how these tools function as both linguistic scaffolds, improving word choice and sentence variety, and affective supports that reduce stress around accuracy. This dual role appears to lower barriers that traditionally hinder EFL writers from producing polished drafts.
Shifts in Drafting Practices
Traditional drafting involves independent composition from the outset, followed by iterative revisions focused on content, organization, and style. With AI paraphrasing tools, the process often begins with an initial draft that students then feed into the software for rewording.
Revision shifts emphasis toward surface-level adjustments rather than deep structural changes. Students report spending more time comparing AI suggestions against their original intent, which can streamline certain aspects but also fragment the flow of original thought generation.
One recurring observation involves the transformation of drafting from solitary creation to a collaborative exchange with technology. This change raises questions about where student agency begins and ends in the final product.
Benefits for Language Awareness
Exposure to multiple AI-generated versions of the same idea appears to heighten students' sensitivity to linguistic nuances. Learners note improved recognition of synonyms, collocations, and formal versus informal registers after repeated interactions with the tools.
Over time, some students internalize patterns from the suggestions, applying them more independently in subsequent writing tasks. This incidental learning effect contributes to gradual vocabulary expansion and greater confidence in academic expression.
Concerns Around Dependency
Despite advantages, participants voiced worries about over-reliance. Several described moments where they struggled to paraphrase without the tool, fearing atrophy of core skills developed through deliberate practice.
The convenience of instant alternatives can discourage the cognitive effort required for independent rephrasing, potentially limiting long-term growth in writing proficiency. Educators in higher education settings increasingly discuss strategies to balance tool use with skill-building exercises.
Implications for Academic Integrity
AI paraphrasing tools introduce new dimensions to discussions of originality and authorship. While they help avoid direct copying, excessive dependence may blur lines regarding what constitutes student-generated work.
Institutions worldwide are updating policies to address these technologies, emphasizing transparent disclosure of AI assistance and clear guidelines on acceptable use. The study underscores the need for explicit instruction on ethical integration rather than outright prohibition.
Perspectives from Students and Faculty
EFL learners appreciate the efficiency gains, particularly under tight deadlines common in university programs. Many view the tools as democratizing access to high-quality academic language that might otherwise require years of immersion.
Faculty members, however, observe variations in writing quality and voice across submissions. Some report challenges distinguishing between student effort and AI-enhanced output, prompting calls for revised assessment methods that prioritize process documentation alongside final products.
Broader Context in Global Higher Education
Similar patterns emerge in studies from other regions, where EFL students report time savings and vocabulary improvements alongside risks of reduced originality. The phenomenon reflects wider adoption of generative AI across disciplines, extending beyond language learning into research and professional communication.
Universities are responding with workshops on critical AI literacy, teaching students to evaluate suggestions for accuracy, coherence, and alignment with personal voice. These initiatives aim to harness benefits while mitigating potential drawbacks.
Practical Recommendations
Students benefit from treating AI paraphrasing tools as one resource among many rather than a primary composer. Combining tool output with manual revision, peer feedback, and instructor consultation strengthens both product and process.
Educators can design assignments that require reflection on tool usage, such as annotated drafts showing changes made after AI assistance. This approach fosters metacognitive awareness and responsible adoption.
- Start with a strong original draft before seeking AI input.
- Compare multiple tool suggestions and select thoughtfully.
- Revise AI output to restore personal voice and ensure accuracy.
- Document tool use for transparency in academic submissions.
Future Directions
As AI capabilities evolve, integration into writing curricula will likely deepen. Research continues to examine long-term effects on skill retention and creative expression among EFL populations.
Higher education institutions stand to gain from collaborative frameworks that involve technologists, linguists, and student voices in shaping guidelines. The goal remains supporting authentic development while leveraging technological advances.
Photo by Milos Lopusina on Unsplash
Looking Ahead for EFL Writers
The reshaping of drafting habits represents both opportunity and challenge. When used mindfully, AI paraphrasing tools can accelerate progress for university students navigating English-medium academic environments.
Ultimately, success depends on intentional practices that preserve the cognitive engagement essential to genuine writing development. Ongoing dialogue between learners, educators, and developers will help refine approaches that serve educational objectives effectively.
