AI ENGLISH

Use of Artificial Intelligence Generative Tools in Enhancing Academic Writing Outputs: Basis in Designing Skill-Based Writing Activities

Cherry May R. Valdez, Christian L. Carabbacan, Jibea Kashmre P. Villanueva, Rachelle G. Dumag

Bachelor of Secondary Education-English, Isabela State University-Echague Campus

DOI: https://doi.org/10.65141/sjter.v2i1n4

ABSTRACTThis study examined how AI generative tools like Grammarly, Quillbot, Gemini, and ChatGPT enhance students' written outputs in grammar, vocabulary, and cohesion. A qualitative approach was used, with purposive sampling gathering twenty-seven essays from third-year English major students. This study was conducted at Isabela State University, Echague Campus during the School Year 2023-2024. Participants wrote two essays: one without any AI assistance and another with AI-enhanced revisions.
Findings show that 34% of the improvements focused on grammar, particularly in verb consistency, sentence structure, articles and prepositions, modifiers, punctuation, capitalization, redundancy, and voice and clarity. Enhancements of AI in the cohesion and vocabulary domains were also observed. Based on these findings, a skill-based writing module was developed, concentrating on the most needed grammatical interventions. The module includes engaging activities aimed at helping students internalize grammar rules and apply them in their writing. This research highlights the potential of AI to support writing instruction by addressing specific grammatical weaknesses and improving academic writing outcomes. The study advocates for further exploration of AI-driven teaching methods in education.

Keywords: Artificial Intelligence (AI), grammar, vocabulary, cohesion, enhancements

Cite this Paper

Valdez, C. M., Carabbacan, C., Villanueva, J. K., & Dumag, R. (2025). Use of Artificial Intelligence Generative Tools in Enhancing Academic Writing Outputs: Basis in Designing Skill-Based Writing Activities. Student Journal of Technology and Educational Research, Vol. 2(Issue 1), 38–53. https://doi.org/10.65141/sjter.v2i1n4

View in PDF

References

Amoozadeh, M., Nam, D., Prol, D., Alfageeh, A., Prather, J., Hilton, M., Srinivasa, R. S., & Alipour, M. A. (2024). Student-AI interaction: A case study of CS1 students. ArXiv.org. https://arxiv.org/abs/2407.00305
Arriola, M. S. M. (2023, February 21). And now AI: How are we responding? Philstar.com. https://www.philstar.com/opinion/2023/02/21/2246396/and-now-ai-how-are-we-responding
Asirit, L. B. L., & Hua, J. H. (2023). Converging perspectives: Assessing AI readiness and utilization in Philippine higher education. Polaris Global Journal of Scholarly Research and Trends, 2(3), 1–50. https://doi.org/10.58429/pgjsrt.v2n3a152
Bui, P. H., Nguyen, N. Q., Loc, T. N., & Nguyen, T. V., (2021). A cross-linguistic approach to analyzing cohesive devices in expository writing by Asian EFL teachers. Journal of Language Teaching, Linguistic and Literature, 27 (2), 16-30. https://doi.org/10.17576/31-2021-2702-02
Crystal, D. (2006). Language and the Internet (2nd ed.). Cambridge University Press. - References - Scientific Research Publishing. (2016). Scirp.org. https://www.scirp.org/reference/referencespapers?referenceid=1838408
Estrellado, J. C., & Miranda, J. (2023). Artificial Intelligence in the Philippine Educational Context: Circumspection and Future Inquiries. International Journal of Scientific and Research Publications, 13(5), 16. https://doi.org/10.29322/IJSRP.13.04.2023.p13704
Faradhibah, R. N., & Nur, N. A. (2017). Analyzing students’ difficulties in maintaining their coherence and cohesion in writing process. Eternal (English Teaching Learning and Research Journal), 3(2), 179–189. https://doi.org/10.24252/eternal.v32.2017.a7
Marzuki, Widiati, U., Rusdin, D., Darwin, D., & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2). https://doi.org/10.1080/2331186x.2023.2236469
Megantari, N. W. Y., & Budasi , I. G. (2018). The error analysis reflected in english recount writing. Lingua Scientia, 25(1), 37. https://doi.org/10.23887/ls.v25i1.18822
Megantari, N. W. ., & Budasi, I. G. (2018). The error analysis reflected in English recount writing. Lingua Scientia, 25(1), 37–52. https://doi.org/10.23887/ls.v25i1.18822
Menggo, S., Suastra, I. M., Budiarsa, M., & Padmadewi, N. N. (2019). Speaking for academic purposes course: An analysis of language functions. E-Journal of Linguistics, 13(2), 314– 332. https://doi.org/10.24843/e-jl.2019.v13.i02.p10
Myhill, D., & Watson, A. (2013). The role of grammar in the writing curriculum: A review of the literature. Child Language Teaching and Therapy, 30(1), 41–62. https://doi.org/10.1177/0265659013514070
Rehman, A., & Perveen, A. (2021). Teachers’ perceptions about the use of authentic material in Pakistani EFL classrooms. International Journal of Language Education, 5(2), 63. https://doi.org/10.26858/ijole.v5i2.15241
Robinson, L., & Feng, J. (2016). Effect of direct grammar instruction on student writing skills. http://files.eric.ed.gov/fulltext/ED564336.pdf
Schcolnik, M. (2018). Digital tools in academic writing?. Journal of Academic Writing, 8(1), 121–130. https://doi.org/10.18552/joaw.v8i1.360
Scudder, K. (2023, February). Surviving in the age of AI writing. PRSA. https://www.prsa.org/article/surviving-in-the-age-of-ai-writing
Sedita, J. (2024, August 4). In support of main idea and comprehension strategy instruction. Keys to Literacy. https://keystoliteracy.com/blog/in-support-of-main-idea-and-comprehension- strategy-instruction/
Suadiyatno, T. (2020). The Interference of Native Language into English Pronunciation. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 2(1), 1. https://doi.org/10.33394/jo- elt.v2i1.2407
Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2019). Digital support for academic writing: A review of technologies and pedagogies. Computers & Education, 131, 33–48. https://doi.org/10.1016/j.compedu.2018.12.005
Talandron, M. M., Tautho, Y. C., & Tautho, C. C. (2016). Investigating the Digital Divide in a Rural Community in the Philippines. 20(1). https://www.researchgate.net/publication/318468345_Investigating_the_Digital_Divide_in_a_Rural_Community_in_the_Philippines
Tlili, A., Padilla-Zea, N., Garzón, J., Wang, Y., Kinshuk, K., & Burgos, D. (2022). The changing landscape of mobile learning pedagogy: A systematic literature review. Interactive Learning Environments, 31(10), 6462–6479. https://doi.org/10.1080/10494820.2022.2039948
Wero, Y. T., Machmud, K., & Husain, N. (2021). The study on students’ vocabulary size. Jambura Journal of English Teaching and Literature, 2(1), 22–34. https://doi.org/10.37905/jetl.v2i1.10279
Whitelock-Wainwright, A., Tsai, Y. S., Lyons, K., Kaliff, S., Bryant, M., Ryan, K., & Gašević, D. (2023). Exploratory study of the current landscape of learning analytics in UK higher education. Higher Education, 85(1), 125-146. https://doi.org/10.1007/s10734-022-00811-1
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: a systematic review. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00316-7

Page updated

Report abuse