Adjektiva: Educational Languages and Literature Studies
Jurnal Adjektiva: Educational Languages and Literature Studies (2622-6022) well-known as Adjektiva is an forum for original research on linguistics, literature, eduaction an international forum for original research focused on identities as local contexts, like an identity in linguistics, identity in literature, and identity in language education in global and local contexts, especially in Indonesia. These may include but are not limited to various fields, such as we are interested in interdisciplinary studies examining how issues of linguistics, literature, and education in language influence individual and community identities. In order to publish in Adjektiva, a study must have an overview of previous research or theoretical concepts that are packaged to justify the novelty/uniqueness of this study and central focus on local, foreign, minority, heritage, or indigenous languages (or non-standard dialects) and their intersection with either identity and/or education in language, linguistics and literature. We welcome a variety of topics, theoretical orientations, and methodological approaches (both qualitative and quantitative). Studies that highlight the potential of Linguistics and Applied Linguistics (e.g. Phonology, Morphology, Syntax, Sociolinguistics, Psycholinguistics, Anthropolinguistics, Ethnolinguistics, Stylistics, Dialectology, LHK, Psychopragmatics, etc.). Critical studies of Literature (e.g. Digitizing literature, new literary theories, applied literature). Identity in language and literature(e.g. Ethnic Identity, vocational identity, job identity, religious identity, moral identity, political identity, etc.). Research on innovations or on the effectiveness of various language education program models (e.g. Learning Curriculum, Learning Strategies, Learning Assessment, BIPA, International Language Coaching).
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QuillBot Use in Student Writing: A Technology Acceptance Model Analysis
Gustary, Devian Try;
Anjani, Silvia Putri;
Oktaviani, Anggit Laesa
Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 2 (2025)
Publisher : Universitas Mulawarman
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DOI: 10.30872/adjektiva.v8i2.5985
The purpose of this study is to determine the extent to which the use of Quillbot, an artificial intelligence-based writing tool, influences students' academic writing skills. This study examines the experiences, perceptions, and impact of Quillbot use on the quality of students' writing, employing a mixed-methods approach. The research respondents were students who actively used Quillbot to complete various academic tasks, such as essays and research reports. The results of the study indicate that students consider Quillbot to be a useful tool for enhancing the clarity and neatness of their writing, as well as correcting grammatical errors. The main indicators of the Technology Acceptance Model (TAM), Perceived Usefulness and Perceived Ease of Use, indicate positive perceptions of technology use and encourage its continued use. This study confirms that perceived utility and perceived ease of use have a considerable impact on students’ attitudes and behavioural intentions, supporting the theoretical assumptions of TAM. In addition to being a technological tool, QuillBot serves as a teaching tool that encourages students' self-assurance and independence in academic writing.