THE INFLUENCE OF ARTIFICIAL INTELLIGENCE-BASED TOOLS ON THE WRITING ABILITIES OF ENGLISH MAJORS

Trixie Cañares, Frelyn Laspoña, Kayrie Rowe Panilag, Donna Marie Sasan, Jomaica Lape, Krisha Claire Bosquit, Desiree Generosa, Claire Angeline Corvera, Rodelyn Gapasin

Abstract


This phenomenological study focused on the influence of using AI-based tools on the English Majors’ writing abilities. Explicitly, this study anchors on the connectivism learning theory. To widely gather the necessary data, the participants were the chosen 15 Bachelor of Secondary Education, Major in English students from a state university in the Philippines who utilize AI-based tools. The researchers utilized a descriptive phenomenological type or the Husserlian method. Specifically, this study aims to explore how AI-based tools help the students develop their skills in writing, the challenges the students face in using AI and how they cope with them. Throughout the gathered and analyzed data, three themes were formed on how AI-based tools helped the students develop their skills in writing: Instant/Quick Response, Aid in Bridging Information Gaps, and Refinement of Writing Skills. Moreover, the challenges that the students encountered in using AI have the following themes: Instigator of Dependency, Expectation vs. Reality, and Brain Lag. On one hand, their coping strategies were Minimizing Self-doubt, Self-control or Self-awareness, and Understanding Shortcomings. Based on the findings, the following recommendations were hereby presented: a.) Students must practice self-control and self-awareness in utilizing AI tools; b.) Instructors must be strict in terms of proper citation; and c.) Stakeholders should conduct an orientation on how to use AI tools effectively. The researchers recommended the following: practice self-control, strict monitoring of proper citations, and administer orientation to effectively use AI-based tools. Overall, this study highlights the importance of mindful and balanced use of AI, placing AI-based tools as valuable aids in writing rather than a substitute for dependent skill mastery.

Keywords


artificial intelligence (AI), writing abilities, English majors, phenomenology

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6904

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