THE IMPLICATIONS OF AI IN THE TECHNICAL SKILLS OF THE STUDENTS IN

WRITING ACADEMIC PAPER

Introduction

In recent years, artificial intelligence (AI) has rapidly transformed the educational

landscape across the globe. From intelligent tutoring systems to automated feedback

tools, AI-powered applications have significantly influenced how students learn and

perform academically (Luckin et al., 2016). In the realm of academic writing, these tools

offer functionalities such as grammar correction, citation generation, content suggestions,

and even paraphrasing, streamlining the writing process for students. However, these

conveniences come with the pressing question of how these tools affect students’

acquisition and application of technical writing skills—skills necessary for critical thinking,

research, and scholarly communication (Strohmaier et al., 2021).

The emergence of large language models (LLMs) such as OpenAI’s GPT-4 has

raised global discussions around academic integrity and the potential deskilling of

students (Khalil & Er, 2023). While these tools provide extensive support, critics argue

that over-reliance on AI may result in diminished capacity for students to develop

essential academic competencies such as proper structure, logical coherence, grammar

proficiency, and adherence to scholarly standards (Susnjak, 2022). As AI tools become

more embedded in writing practices worldwide, the educational sector faces a dual

challenge: harnessing the benefits of AI while safeguarding students’ skill development.

 In the Philippines and Southeast Asia more broadly, the adoption of AI

technologies in education has accelerated due to the COVID-19 pandemic and the

subsequent shift to remote and hybrid learning systems. AI-powered writing assistants,

such as Grammarly, QuillBot, and ChatGPT, are widely used by Filipino college students,

often without institutional guidelines on appropriate use (Lallana, 2021). While these tools

offer crucial support to students grappling with the linguistic demands of academic writing,

concerns are growing that their unregulated use may hinder the mastery of technical

writing skills necessary for both academic success and professional preparedness.

Anecdotal evidence and early academic reviews suggest that students in the

region increasingly depend on AI to complete academic writing tasks rather than

developing their own skills in thesis formulation, literature synthesis, and citation

formatting (Rivera, 2022). This phenomenon raises educational and ethical concerns. In

regional academic conferences, educators have voiced apprehensions about declining

student performance in written outputs once AI tools are removed from the process. As

such, there is a need to explore how AI tools are influencing the actual technical

competencies of students rather than merely their performance metrics.

This study is underpinned by the Technological Pedagogical Content Knowledge

(TPACK) Framework developed by Mishra and Koehler (2006), which highlights the

dynamic relationship between technology, pedagogy, and content knowledge. In the

context of this study, AI tools represent the technological component, while technical

writing skills encompass both content (knowledge of academic structures, grammar,

referencing) and pedagogical elements (how these are taught and acquired). The
integration—or overintegration—of AI may disrupt the balance between these domains,

influencing student learning outcomes.

Another relevant theory is Constructivism, particularly in its emphasis on active

learning and skill construction through practice. AI may either support or hinder

constructivist learning depending on its usage. For instance, if students use AI to

supplement their learning, it may enhance their skills. However, if AI replaces genuine

effort, it may inhibit cognitive engagement and skill acquisition (Vygotsky, 1978;

Jonassen, 1991).

Despite a growing body of literature on AI in education, relatively little empirical

work has focused on its direct implications for students’ technical writing skills, particularly

in developing countries. Most research explores AI's impact on performance or user

experience, but few examine whether students still learn the fundamental components of

academic writing when AI performs major parts of the task (Dwivedi et al., 2023).

Furthermore, existing studies often conflate writing "assistance" with writing "ability,"

assuming that improvements in written output equate to improvements in skill—an

assumption this study aims to interrogate.

Moreover, there is a noticeable lack of region-specific studies focusing on the

Philippines, where sociolinguistic factors, educational disparities, and differing access to

AI tools may shape their influence differently from Western contexts. The existing

research tends to generalize findings from global North settings without examining the

nuances of local learning environments, academic expectations, and student behavior in

Southeast Asia (Tupas, 2015; Reyes, 2021). This study fills this gap by exploring how AI

affects the actual technical writing skills of students in a localized academic setting.

Within Batangas particularly in Immaculate Conception College of Balayan, Inc.,

educators have expressed growing concern over the observable decline in students’

writing performance in tasks that restrict AI usage. A preliminary survey conducted by

local institutions suggests that while students submit polished papers, they often struggle

to explain their structure or defend their arguments during oral defenses—suggesting a

disconnect between submission quality and actual understanding (De Villa & Manalo,

2023). Moreover, faculty members from state universities in the region report a decline in

the ability of students to use APA formatting, write cohesive paragraphs, or construct

logical arguments without external tools.

Despite the proliferation of AI writing tools and increasing student reliance on them,

no systematic study has been conducted within the Batangas region to assess how this

reliance affects skill development, particularly in higher education institutions. Local

educators emphasize the urgency of empirical research that can inform policy, curriculum

design, and ethical guidelines surrounding AI use (Rosales & Dizon, 2024). This study is

designed to address this critical gap in the local academic discourse.

This study aims to investigate the implications of artificial intelligence (AI) on the

technical writing skills of students in higher education institutions in the Batangas region.

Specifically, it seeks to describe the demographic profiles of the respondents in terms of

age, gender, grade level, and frequency of AI tool usage. It also aims to identify the

specific AI tools commonly used by students for academic writing tasks. Furthermore, the
study intends to evaluate the influence of these AI tools on students' technical writing

skills, particularly in the areas of grammar, structure, referencing, and coherence.

In addition, the research seeks to determine whether there is a significant

relationship between the respondents’ demographic profiles and the influence of AI tools

on their writing performance. Based on the findings, the study aims to propose a strategic

plan or set of recommendations to enhance students’ understanding of the ethical and

effective use of AI in academic writing. These objectives are grounded in the broader goal

of supporting student skill development while ensuring academic integrity and responsible

technology integration in higher education.

Theoretical Framework

This study is anchored on the Technological Pedagogical Content Knowledge

(TPACK) Framework developed by Mishra and Koehler (2006), which emphasizes the

interconnectedness of technology, pedagogy, and content in fostering effective teaching

and learning. Within the context of academic writing, AI-powered tools—such as grammar

checkers, paraphrasers, referencing generators, and large language models (e.g.,

ChatGPT)—represent the technological component. These tools are often integrated to

enhance writing instruction and support students' development of technical skills.

However, the TPACK model warns against an imbalance where technology overshadows

pedagogy and content mastery. In relation to this study, the frequent use or over-reliance

on AI tools may result in superficial learning, where students bypass meaningful

engagement with grammar, structure, referencing, and coherence—core components of

technical writing.
 The study is also grounded in Constructivist Learning Theory, particularly as

conceptualized by Vygotsky (1978) and Jonassen (1991), which asserts that learners

actively construct knowledge through experience, critical thinking, and guided instruction.

From this perspective, technical writing skills such as organizing paragraphs, synthesizing

sources, and applying citation standards are best developed through iterative practice

and reflective feedback. The increased dependence on AI tools, however, poses a

challenge to this constructivist process, potentially reducing students’ cognitive

investment in learning how to write effectively. By delegating essential writing functions

to AI, students may miss the opportunity to internalize writing conventions, develop voice,

and cultivate academic integrity.

In addition, Cognitive Load Theory (Sweller, 1988) provides further insight into the

cognitive mechanisms involved in technical writing. This theory distinguishes between

intrinsic, extraneous, and germane cognitive load. AI tools can help manage extraneous

load by automating surface-level tasks such as spelling and formatting, thereby allowing

students to focus more on complex thinking and content development. However, overuse

of such tools may limit germane processing—the mental effort dedicated to skill

acquisition—ultimately impeding the long-term development of writing proficiency.

Together, these theories offer a multifaceted lens through which to examine the

implications of AI tool usage in academic writing. The theoretical foundation supports the

hypothesis that although AI tools may offer functional benefits, they also risk weakening

the active learning processes that are crucial for developing technical writing

competencies. These perspectives justify the investigation into how demographic factors
relate to AI use, what specific tools are employed, and how their usage influences student

performance. They also reinforce the need to propose ethical and pedagogically sound

guidelines for integrating AI into the academic writing process without compromising

students’ skills or academic integrity.

Conceptual Framework

This study examines the relationship between the extent and manner of AI tool

usage and the technical writing skills of students. The independent variable, AI tool usage,

refers to how frequently and in what ways students employ AI-powered technologies such

as grammar checkers, citation generators, and language models like ChatGPT to assist

with academic writing tasks. According to the Technological Pedagogical Content

Knowledge (TPACK) Framework, these AI tools represent the technological component

that interacts with pedagogy and content knowledge to influence learning outcomes.

Figure 1.

The implications of AI in the technical skills of the students in writing academic paper

Utilization Technical

of AI Skills

The dependent variable is students’ technical writing skills, which include

proficiency in grammar, structure, referencing, coherence, and academic tone. These

skills reflect students’ mastery of content and their ability to apply writing conventions

accurately and ethically.

Drawing from Constructivist Learning Theory, the development of these skills

requires active learning and cognitive engagement. The use of AI tools has the potential

to either support this learning process by providing immediate assistance or hinder it if

students become overly dependent and disengage from practicing essential writing

techniques. Cognitive Load Theory further explains that AI tools can reduce the cognitive

burden of mechanical writing tasks, potentially freeing mental resources to focus on

higher-level thinking. However, excessive reliance on AI may reduce the cognitive effort

necessary for mastering technical writing skills.

This conceptual framework aligns with the study’s objectives by focusing on

describing students’ demographic profiles and AI tool usage (independent variables),

identifying the specific AI tools used, and assessing how these tools influence technical

writing skills (dependent variables). Ultimately, the framework supports exploring the

relationships between these variables and informs the development of recommendations

to promote the ethical and effective use of AI in academic writing.

Statement of the Problems

The increasing use of artificial intelligence (AI) in academic writing has raised

critical questions about its impact on students’ development of technical writing skills.

While these technologies offer support in correcting grammar, improving structure, and

generating content, their long-term implications on the actual skill development of

students remain uncertain. In particular, there is a growing concern that students may

become dependent on these tools, thereby undermining their ability to write effectively

without technological assistance.

In the context of higher education institutions in the Batangas region, where digital

learning tools are being progressively integrated, understanding the influence of AI on

students’ academic performance is both timely and essential. Despite the proliferation of

AI tools, there is a lack of empirical data assessing how these tools affect specific

technical components of academic writing, such as grammar accuracy, structural

organization, referencing, and coherence. Moreover, there is insufficient research that

distinguishes between students’ perceived competence when using AI tools and their

actual writing abilities when these tools are removed. This study seeks to address these

gaps and provide guidance for educators and institutions on responsible and effective AI

integration.

Specifically, this study seeks to answer the following questions:

1. What are the demographic profiles of the respondents in terms of:

1.1. Age;

1.2. Gender;

1.3. Grade level; and

1.4. Frequency of AI tool usage?

2. What AI tools are commonly used by students for academic writing purposes?

3. How do AI tools influence the technical writing skills of students in terms of:

3.1. Grammar;
 3.2. Structure;

3.3. Referencing; and

3.4. Coherence?

4. Is there a significant relationship between the demographic profiles of the

respondents and the influence of AI tools on their technical writing skills?

5. Based on the findings of the study, what interventions or strategies can be

proposed to promote ethical and effective use of AI in technical writing based on

the study’s findings?

Research Hypothesis

The researchers of the study hypothesize that:

H1: There is no significant relationship between students’ demographic profiles

and the effect (influence) of AI tools on their technical writing skills.

Research Assumptions

The researchers of the study assume that:

1. Students utilize a variety of AI tools consistently for academic writing tasks, and

these tools can be clearly identified and categorized.

2. The technical writing skills of students—specifically in grammar, structure,

referencing, and coherence—can be objectively assessed through established

evaluation methods.
 3. The use of AI tools has a measurable impact on students’ technical writing skills,

either positively or negatively.

Scope, Delimitation, and Limitation of the Study

This correlational study aims to investigate the implications of artificial intelligence

(AI) on the technical writing skills of students. The research focuses specifically on

students enrolled in selected college programs at Immaculate Conception College of

Balayan, Inc., namely Bachelor of Science in Accountancy (BSA), Bachelor of Secondary

Education (BSED), Bachelor of Elementary Education (BEED), Bachelor of Science in

Business Administration (BSBA), Bachelor of Science in Hospitality Management

(BSHM), Bachelor of Science in Tourism Management (BSTM), and Bachelor of Science

in Computer Science (BSCS). The study will be conducted during the school year 2025–

2026. Data will be collected through an online survey questionnaire, which has been

validated by three experts to ensure content accuracy and reliability.

The study’s participants will be selected using stratified random sampling, with the

sample size determined through the Slovin formula to ensure representativeness across

the different academic programs. The research will only include students currently

enrolled in the aforementioned programs at Immaculate Conception College of Balayan,

Inc., thus excluding other departments and institutions. The scope is further limited to

assessing students’ use of AI tools and their technical writing skills within the context of

academic writing, focusing on grammar, structure, referencing, and coherence. The data

collection method is limited to self-reported responses via an online questionnaire, which

may affect the depth of qualitative insights.

 As a correlational study, this research can identify associations between AI tool

usage and technical writing skills but cannot establish causality. The reliance on self-

reported data through online surveys may introduce response bias or inaccuracies based

on participants’ honesty and self-assessment. The study is confined to a single

educational institution, which may limit the generalizability of the findings to other regions

or universities. Furthermore, the dynamic nature of AI tools means that new technologies

emerging after data collection may not be accounted for in this study.

Significance of the Study

This study holds substantial value for several key stakeholders in the academic

and broader educational landscape.

For students, the research offers critical insights into how their use of artificial

intelligence (AI) tools affects their technical writing skills. Understanding both the

advantages and drawbacks of AI-assisted writing, students will be better equipped to use

these tools responsibly and effectively. The findings may guide students in developing

stronger writing competencies in areas such as grammar, coherence, referencing, and

structure, ultimately preparing them for higher academic performance and professional

communication.

For teachers and instructors, the study provides a valuable perspective on the

evolving learning habits of students in an AI-influenced educational environment. The

results can inform instructional strategies and assessment practices, helping educators

strike a balance between integrating AI tools and preserving the development of

foundational writing skills. It may also support professional development efforts aimed at

promoting digital literacy and ethical AI use in the classroom.

Researchers may find the study meaningful as it addresses a current and

underexplored issue in educational research: the implications of AI on actual skill

acquisition rather than just perceived benefits. Filling a gap in the literature, this research

sets the stage for future inquiries on AI’s impact across different academic disciplines and

skill areas. It also raises new questions about how technology is reshaping educational

methodologies and learning outcomes.

For schools and institutions, the study offers data-driven insights that can inform

curriculum development, academic policies, and institutional guidelines related to the

ethical and pedagogically sound use of AI in academic settings. Understanding how

students interact with AI can lead to more adaptive and supportive learning environments

that promote skill mastery without fostering overreliance on automation.

Finally, the research is relevant to the broader community and society, as it

contributes to the ongoing discourse on digital transformation in education. Highlighting

how emerging technologies influence student capabilities, the study supports initiatives

that aim to build a workforce that is not only technologically proficient but also critically

literate and ethically aware. These insights have implications for policy-making in

education and technology, promoting more responsible AI integration in academic and

professional domains.
Definition of Terms

The following key terms were defined to avoid misunderstanding and better

conceptualization of the study:

AI Tool Usage is defined as the application of machine learning and natural

language processing technologies to enhance productivity and efficiency (World

Economic Forum, 2020). In this research, it is operationally measured by how frequently

and in what ways students report using various AI tools to assist with grammar, structure,

referencing, and coherence in their writing.

Artificial Intelligence (AI) is conceptually defined as the capability of machines or

software to perform tasks that typically require human intelligence, such as learning,

reasoning, and language processing (Russell and Norvig, 2016). Operationally, AI refers

to digital tools and platforms—such as ChatGPT, Grammarly, and Quillbot—that students

use to assist in academic writing tasks.

Coherence is conceptually defined as the logical flow of ideas and clarity of

expression within a piece of writing (Williams and Colomb, 2010). Operationally, it refers

to the students’ ability to connect sentences and paragraphs in a way that ensures clarity

and logical progression of ideas.

Digital Literacy is defined as the ability to effectively use digital tools to locate,

evaluate, create, and communicate information (American Library Association, 2013). In

this study, digital literacy serves as a contextual element, referring to students’ capacity

to ethically and effectively engage with AI tools in academic writing settings.

 Grammar involves the rules that govern the structure of sentences, including

syntax, punctuation, and spelling (Crystal, 2003). For the purposes of this study, grammar

is operationally assessed through students’ reported ability to write with correct sentence

construction, proper punctuation, and minimal spelling errors.

Referencing is defined as the proper citation of sources in academic writing using

established formats such as APA or MLA (Pears and Shields, 2019). In this study,

referencing is measured through students’ understanding and consistent use of citation

styles in acknowledging sources in their written outputs.

Structure in writing is conceptually understood as the logical arrangement of

ideas and proper organization of paragraphs and sections (APA Publication Manual,

2020). Operationally, it pertains to students’ reported competence in organizing their

essays with introductions, body paragraphs, and conclusions that flow logically.

Technical Writing Skills are conceptually described as the ability to write clearly,

concisely, and logically to convey complex academic or professional information (Gerson

and Gerson, 2016). Operationally, this refers to the students’ self-assessed proficiency in

grammar, structure, referencing, and coherence in their academic papers.