AI USAGE STRATEGIES, COMPREHENSION LEVELS, AND ACADEMIC ENGLISH PARAPHRASING PERFORMANCE AMONG MASTER'S STUDENTS
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Abstract
This study aimed to 1) analyze the levels of comprehension and the quality of academic English paraphrasing among master's students in the context of Artificial Intelligence (AI) use, 2) classify students' AI usage strategies and characteristics based on their behaviors and paraphrasing outcomes, and 3) examine the relationships among AI usage strategies, comprehension levels, and academic English paraphrasing quality. A mixed-methods approach was employed with a sample of 22 master’s students. Research instruments included an academic English paraphrasing task, open-ended questions to assess comprehension, a reflective questionnaire on AI use, a time-and-confidence report, and a five-dimension paraphrasing rubric (total score 0–10). Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through content analysis.
The findings revealed that 1) overall paraphrasing quality was at a moderate-to-high level; students were able to preserve core ideas and appropriately restructure language, although fluency and clarity remained comparatively lower, 2) students could be classified into four groups based on their AI usage strategies and levels of self-regulation, and 3) AI usage strategies and comprehension levels were associated with paraphrasing quality, with higher performance observed among students demonstrating strong self-regulation and metacognitive awareness. The results suggest that AI is a high-potential support tool; however, its effectiveness depends on strategic use and learners’ reflective engagement.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความ Journal of Global of Perspectives in Humanities and Social Sciences (J-GPHSS) มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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