CHAPTER II
[Link] OF WRITTEN LITERATURE
FOREIGN LITERATURE
PECSON, A. (2024). States, the study highlights the impact of contextual elements
like curriculum design, educational environment, and public attitudes
toward AI. To create a supportive environment, these factors must be carefully
considered when integrating AI into education. It is essential to address the
widespread skepticism regarding AI's effects, especially with regard to job
displacement, in order to influence students' opinions in a positive way. This finding
emphasizes that when using AI tools in education, a comprehensive strategy that takes
into account the larger educational and societal context is required. Finally, it is
significant that the study focused on resolving students' worries regarding AI tools.
Education programs can foster a more encouraging atmosphere by recognizing
and addressing concerns about job displacement, the impact on creativity, and an
excessive reliance on AI recommendations.
PECSON, A. (2024). Unveiling Perspectives: A Qualitative Exploration of the
Impact of Artificial Intelligence on Writing Proficiency among Accountancy,
Business, and Management Students. INTERNATIONAL JOURNAL OF
ADVANCED MULTIDISCIPLINARY STUDIES. Retrieved from
[Link]
[Link]?utm_source=[Link]
Ghatkesar, T. (2023). While acknowledging human strengths in creativity and
subjective aspects, the study emphasizes the complementary role of AI in writing,
highlighting its advantages in automation and scalability. The ramifications highlight
how human and artificial intelligence skills can work in tandem to improve writing
instruction. Teachers are urged to take these findings into
account when incorporating AI tools, acknowledging the distinct contributions made
by both AI and humans.
Ghatkesar, T. (2023). Exploring The Impact of Artificial Intelligence Writing
Tools on Students Writing Skills Enhancement. International Journal of
Computer Science Trends and Technology.
According to Alzahrani, S.K., & Alotaibi, H.H. (2024). As demonstrated by
the results, which included paired-sample t-tests, the majority of writing skills, task
achievement (mean score increase from 3.0 to 5.2), coherence and cohesion (mean
score increase from 3.2 to 5.0), and lexical resource (mean score increase from 3.0 to
4.4) experienced improvements. Remarkably, the mean score for grammatical
accuracy and range dropped from 3.0 to 2.9, indicating the need for more research. As
indicated by the mean score rising from 12.3 to 17.4, overall writing proficiency
improved significantly. Comparing ChatGPT's evaluation function to tests
administered by qualified English teachers revealed an agreement of over
90%. These results demonstrate the potential and the need for an integrated
pedagogical approach, supporting the integration of AI in EFL curricula.
Alzahrani, S.K., & Alotaibi, H.H. (2024). The Impact of Artificial Intelligence on
Enhancing EFL Writing Skills among High School Students. Journal of
Educational and Human Sciences, (34), 226-240.
[Link]
Maphoto, K.B., Sevnarayan, K., Mohale, N.E., Suliman, Z., Ntsopi, T.J., Mokoena,
D. (2024). States, in order to understand lecturers' perceptions of generative AI
integration in the Academic Writing module, investigate students' perspectives on the
potential of generative AI as a guide in the Academic Writing module, and investigate
the potential of generative AI on students' motivation to improve their academic
writing skills, researchers used focus groups with students, email interviews with
lecturers, and casual conversations with markers on a WhatsApp group. The study's
conclusions show that generative AI's potential improves teaching and learning
processes and offers scholars creative opportunities.
Maphoto, K.B., Sevnarayan, K., Mohale, N.E., Suliman, Z., Ntsopi, T.J.,
Mokoena, D. (2024). Exploring the Potential of Generative AI Integration to
Improve Academic Writing Skills: A Qualitative Study. OpenPraxis.
[Link]
LOCAL LITERATURE
An article written by David, H.A.L., Fernandez, K.F., Gomez, K.B., Pamilagas, L.A
L.A., & Yap, M.C. (2024). Examines how ChatGPT affects Grade 11 students'
academic writing skills and was carried out at Holy Family Academy in
the Philippines. The study uses quantitative analysis
to evaluate whether students' writing abilities are improved or hampered by using
ChatGPT. While AI tools like ChatGPT provide personalized feedback
and boost engagement, the results show a slight decline in post-test scores when
compared to pre-test scores. This suggests that their impact on writing
proficiency necessitates careful integration into educational practices.
David, H.A.L., Fernandez, K.F., Gomez, K.B., Pamilagas, L.A L.A., & Yap, M.C.
(2024). “ChatGPT: Its Effects Toward The Academic Performance Of Grade 11
Students In Academic Writing”. Instructional Media Center High School
Department Menu. Retrieved from [Link]
research/chatgpt-its-effects-toward-the-academic-performance-of-grade-11-
students-in-academic-writing/
In an article written by Corcuera, L. C., (2024). The results showed that QuillBot has
a number of advantages and disadvantages for language learners' writing abilities. The
students point out the aspects that enhanced their writing abilities as well as the
potential for over-reliance. However, the COVID-19 pandemic, the need to avoid
plagiarism, and the desire to write more quickly and conveniently are the factors that
surfaced from the data analysis. The pedagogical implications of integrating QuillBot,
an AI-powered tool, into curricula should be examined, with a focus on the potential
for integrating AI tools with conventional teaching techniques to enhance students'
critical thinking abilities while also enhancing their English language proficiency.
Corcuera, L. C., (2024). Uncovering QuillBot: Filipino senior high school
students' experiences and factors influencing its use in enhancing language
writing skills. International Journal of Scholars in Education, 7(2), 67-81.
Retrieved from [Link]
Milloria, B.R.B., Marzon, A.M.D., & Derasin, L.M. (2024). The study's conclusions
are as follows: AI ChatGPT 3.5 significantly improves students' academic
performance when used in formative assessments; ChatGPT 3.5 effectively organizes
concepts and information, increasing teacher and student engagement; AI integration
offers deeper knowledge and understanding based on students' learning styles;
educators are advised to address ethical concerns regarding data privacy and security
to ensure effective AI integration, ensuring safety for both educators and students; and
academic integrity is essential for fairness and accountability.
Milloria, B.R.B., Marzon, A.M.D., & Derasin, L.M. (2024). Investigating AI-
Integrated Instruction in Improving Academic Performance of Senior High
School Students in the Philippines. ResearchGate. Retrieved from
[Link]
In an article written by Dingal, S.M., Etal Balbin, C.J., Buenafe, S.G., Buenavista,
P.E., Cabrera, C., Lorica, V.M., Olalo, A., Pataganao, L.A., Wahing, M.R., Clamares,
K.J., & Anna Pelandas, A.M. (2024). The findings demonstrated a high degree of
artificial intelligence (AI) use in terms of confidence, relevance of AI, satisfaction,
and AI literacy. Similarly, the findings demonstrated that students' academic writing
was of a high caliber in terms of utility, usability, and attitude toward usage.
Additionally, the use of artificial intelligence (AI) and its impact on students'
academic writing were highly correlated and significantly related. As a result, the null
hypothesis was rejected. Students' academic writing was impacted by the following
areas of artificial intelligence (AI) usage: AI literacy, confidence, and the relevance of
AI. However, students' academic writing was not significantly impacted by
satisfaction, a domain of artificial intelligence (AI) usage. As a result, while
encouraging students to engage in AI-assisted activities that improve progress and
self-regulated learning as they interact with AI tools and their peers in an academic
setting, educational institutions could also capitalize on the positive effects of AI on
students' academic writing and create a more technologically advanced, collaborative,
and effective learning environment.
Dingal, S.M., Etal Balbin, C.J., Buenafe, S.G., Buenavista, P.E., Cabrera, C.,
Lorica, V.M., Olalo, A., Pataganao, L.A., Wahing, M.R., Clamares, K.J., & Anna
Pelandas, A.M. (2024). Artificial Intelligence (AI) Usage and Its Influence to the
Students’ Academic Writing: A Quantitative – Correlation Investigation. IJRISS.
Retrieved from [Link]
[Link] OF RELATED STUDIES
FOREIGN STUDIES
According to Woo, D.J. Susanto, H. Yeung, C.H. Guo, K. Ka, A. & Fung, Y.
(2024). The use of Artificial Intelligence (AI)-generated Natural Language Generation
(NLG) tools by English as a Foreign Language (EFL) students may enhance the
quality of their writing. To what degree AI-generated text in
these students' writing could result in better writing is still unknown,
though. We looked at 23 secondary school students in Hong Kong who
tried to compose stories using both AI-generated text and their own words. The stories
were graded by human experts for organization, language, and content. In addition to
performing multiple linear regression and cluster analyses, we
examined the stories' AI-generated text's fundamental structure, organization, and
syntactic complexity. The findings indicate that scores are greatly influenced by the
quantity of both human and artificial intelligence-generated words.
Additionally, students can be categorized as either proficient or
incompetent writers based on how much or how little AI-generated text they use in
comparison to their peers. Cluster comparisons indicate that AI-generated text can
help raise the caliber of writing produced by both high- and low-scoring students.
Woo, D.J., Susanto, H., Yeung, C.H., Guo, K. Ka, A., & Fung, Y. (2024)
Exploring AI-Generated Text in Student Writing: How Does AI Help? Computer
Science > Computation and Language. Retrieved from
[Link]
According to Woo, D.J. Guo, K. Susanto, H. (2024). The purpose of
this study is to examine how EFL students use generative artificial intelligence (AI)
tools when writing short stories using Activity Theory. In order to write short stories,
sixty-seven secondary school students in Hong Kong developed their own generative-
AI tools using open-source language models. Students' generative-AI tools, short
stories, and written reflections on their prompting conditions or goals were gathered
and examined for the study. The study found three key themes about
why students use generative-AI tools when writing short stories: not knowing why
they are writing, getting past writer's block, and creating, growing, and refining the
story. The study also found that students' activity systems shared common traits, such
as the level of sophistication of their generative-AI tools, the caliber of their stories,
and the general academic achievement of their school, which prompted them to
use generative-AI tools for the three purposes when writing short stories. According
to the study's findings, teachers should understand why students are using generative-
AI tools to provide scaffolded guidance and customized instructions.
Woo, D.J., Guo, K., & Susanto, H. (2024) Exploring EFL students' prompt
engineering in human-AI story writing: an Activity Theory perspective.
Computer Science > Computers and Society. Retrieved from
[Link]
In an article written by K., Ahmad, D., , M., Latif, I., Arafah, B., & Suryadi, R.
(2024). The findings demonstrated that the impact of reading and feedback on writing
skills was mediated by students' attitudes toward the use of AI, reading had an indirect
effect on the improvement of writing skills through attitude, and lecturer feedback had
an indirect effect on writing skills through attitude.
Ahmad, D., , M., Latif, I., Arafah, B., & Suryadi, R. (2024). Defining the Role of
Artificial Intelligence in Improving English Writing Skills Among Indonesian
Students. Journal of Language Teaching and Research. Retrieved from
[Link]
According to Utami, S., Andayani, A., Winarni, R., & Sumarwati, S. (2023). The
results demonstrate that AI-based learning tools assist students in conducting
academic research, particularly in the planning stage, where they identify and develop
topics, as well as in the drafting stage, when they create a paper draft; AI-based
learning tools are considered flexible in their accessibility, even though they cannot
cover all the requirements that students need to complete the writing process; and
students are eager to use AI technology in academic writing classes in order to make
the learning process less tedious.
Utami, S., Andayani, A., Winarni, R., & Sumarwati, S. (2023). Utilization of
artificial intelligence technology in an academic writing class: How do
Indonesian students perceive?. Contemporary Educational Technology.
Retrieved from [Link]
LOCAL STUDIES
In an article written by Coracero, R.M. (2024). The findings indicate that AI writing
assistants are being used at a high rate. Respondents' level of writing proficiency
ranged from fairly satisfactory to very satisfactory. Additionally, notable variations
were noted in the experimental and control groups' diagnostic, formative, and
summative test scores, suggesting shifts in writing ability over the evaluation periods.
However, only two of the five writing proficiency indicators—critical thinking
abilities and grammar usage—showed significant differences between the
experimental and control groups. The researcher comes to the conclusion that there is
no difference between the experimental and control groups' writing proficiency
because the majority of writing proficiency areas did not exhibit any discernible
differences. Overall, the study found no discernible impact of AI writing assistants on
senior high school students' writing proficiency, even though two writing proficiency
indicators showed differences. The null hypothesis that the researcher had proposed at
the start of the study was thus accepted.
Coracero, R.M. (2024). The Utilization of Artificial Intelligence (Ai) Writing
Assistants to the Writing Proficiency. International Journal of Research
Publications. Retrieved from
[Link]
d7/1?utm_source=[Link]
Bantoto, F.M., Rillo, R., Abequibel, B., Mangila, B.B., & Alieto, E. (2024). States that
the study employed the Technology Acceptance Model (TAM) to ascertain and
examine third-year university students' opinions regarding the use of artificial
intelligence as a "learning tool" in academic writing. The study utilized a descriptive-
quantitative research design and a 12-item survey questionnaire to gauge third-year
students from four different colleges at a university in the southwestern Philippines'
opinions on the three distinct facets of using artificial intelligence in
academic writing. As demonstrated by the study's findings, participants' attitudes
toward the use of AI in academic writing were generally positive, as was their
perception of its utility and ease of use. These university students appear to
be both aware of and prepared to use artificial intelligence in their academic writing,
according to the findings.
Bantoto, F.M., Rillo, R., Abequibel, B., Mangila, B.B., & Alieto, E. (2024). Is AI
an Effective “Learning Tool” in Academic Writing? Investigating the Perceptions
of Third-Year University Students on the Use of Artificial Intelligence in
Classroom Instruction. ResearchGate. Retrieved from
[Link]
ng_Tool_in_Academic_Writing_Investigating_the_Perceptions_of_Third-
Year_University_Students_on_the_Use_of_Artificial_Intelligence_in_Classroom
_Instruction?utm_source=[Link]
According to Malon, J., Virtudazo, J., Vallente, W., Ayop, L., & Malon, M.F. (2024).
The primary goal of the study was to investigate the opinions of third-year
English students regarding the use of paraphrasing tools that incorporate artificial
intelligence (AI). It specifically sought to examine the advantages and disadvantages
of AI paraphrasing tools for students' writing abilities. Using an audio-video
recorder, the study used semi-structured interviews with an open-ended questionnaire.
Braun and Clarke's Thematic Analysis was used to interpret the collected
data. The research was conducted at one of the state
university's campuses in Candijay, Bohol, Philippines. A total of twelve (12)
respondents supplied information about the research project using the Purposive
sampling technique. According to the results, students had a favorable opinion of AI-
integrated paraphrasing tools. They believed that these tools greatly enhanced their
academic writing process by reducing plagiarism, increasing efficiency, saving
time, and helping with text rephrasing. The results also showed that using AI-
integrated paraphrasing tools has risks and drawbacks, including the potential
for plagiarism, reliance on automated suggestions, and loss of context
and original meaning.
Malon, J., Virtudazo, J., Vallente, W., Ayop, L., & Malon, M.F. (2024).
Expressing Ideas: AI-Integrated Paraphrasing to Students’ Writing Skills.
International Journal of Educational Methodology. Retrieved from
[Link]
In an article written by aghamil, M.C., & Sieras, S. (2024). This study uses a pretest-
posttest experimental design to investigate how ChatGPT affects the writing quality of
students in Grade 12. 54 TVL students in Grade 12 were split into control and
experimental groups at random. Three raters evaluated the participants and
administered pretests and posttests. The statistical tools of frequency, percentage,
mean, and t-test were used to analyze the quantitative data. The study's conclusions
show that participants' academic writing on the pretest was of low quality, with the
experimental group and control group performing similarly. On the posttest,
however, the experimental group's writing quality increased to a level that was
satisfactory, while the control group's writing stayed fair. The study comes to the
conclusion that language models like ChatGPT can affect the writing quality of Grade
12 TVL students in terms of content, grammar, mechanics, and organization because
of the notable difference in writing quality between the control and experimental
groups. Thus, it may be advantageous and effective to incorporate Chat GPT into
writing instruction. The results of the study serve as a basis for developing
appropriate teaching strategies and instructional materials for the improvement
of writing skills.
Maghamil, M.C., & Sieras, S. (2024). Impact of ChatGPT on the Academic
Writing Quality of Senior High School Students. ResearchGate. Retrieved from
[Link]
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