THE PARADOXICAL SAVIOR: EXPLORING THE PROS AND

CONS OF AI CHATBOTS AS A TOOL TO ENHANCE ENGLISH

WRITING PROFICIENCY OF BSED ENGLISH STUDENTS

CONCEPT PAPER

Submitted in partial fulfillment of the requirements

In Language Education Research 1

By:

Joeriel Agtas
Christine P. Cajurao
Prince Charles Joseph D. Portura
Jermaine Denise M. Sedurante
Daniel E. Tomnob
Diana Rose Villamor

Bachelor of Secondary Education – Major in English

2023
I. RATIONALE

With the rapid advancement of technology, artificial intelligence (AI) has become an

integral part of our daily lives. AI-powered chatbots have gained popularity in various domains,

and education is no exception to that. In the context of language learning, AI chatbots have

emerged as potential tools to enhance English writing proficiency among students. In fact, as

technology continues to advance, students grew fond of incorporating these chatbots into language

learning environments.

In Northwest Samar State University (NwSSU), one of the tasks of Bachelor of Secondary

Education (BSED) English students is not only mastering intricacies of the English language but

also developing proficient writing skills which is a crucial component of their future careers as

educators. But with the existence of software applications like AI chatbots, its integration with

academic-related activities, particularly in written works is becoming evident. As stated by Roos

(2018), the use of artificial intelligence in education is rapidly expanding. Furthermore, chatbots

demonstrate potential in written activities across academic and educational domains (Borah, 2018).

As AI chatbots became popular, most of the studies conducted explored how these software

programs transform learning and how these have revolutionized the education landscape.

However, the advantages and disadvantages of integrating AI chatbots into academic writing

activities remain understudied, particularly in the case of BSED English students at Northwest

Samar State University. To fill up the gap of some studies, this qualitative research aims to explore

the potential benefits and drawbacks of using AI chatbots as a tool to improve the English writing

proficiency of BSED English students at Northwest Samar State University.

 Ultimately, this research title is motivated by several key factors. Firstly, there is a growing

interest in the potential of AI chatbots to support language learning, including improving writing

skills. However, there is also a concern that relying too heavily on AI chatbots might hinder

students' language development. Thus, the title acknowledges the potential contradiction between

AI chatbots as a helpful tool and a potential hindrance to language learning. Secondly, the research

title emphasizes the specific needs of BSED English students, who require a high level of English

proficiency to become effective English teachers. Thus, this research aims to explore whether AI

chatbots can effectively support BSED English students in achieving this goal. Finally, the research

title specifies the context of the study, which is Northwest Samar State University. This setting is

important because it provides a specific context in which to investigate the potential benefits and

drawbacks of using AI chatbots to enhance English writing skills.

On the other hand, this research is essential for several reasons. Firstly, English writing

proficiency is a crucial skill for BSED English students as future educators. By investigating the

role of AI chatbots in enhancing English writing proficiency, this research can provide valuable

insights into innovative approaches that can be integrated into English language education.

Secondly, AI chatbots have emerged as a promising tool in language learning and teaching. These

virtual assistants can provide personalized feedback, grammar correction, and vocabulary

suggestions, making them potentially effective in improving writing skills. By exploring this, this

research can contribute to the existing body of knowledge on the use of technology in language

education. Thirdly, the research focuses on BSED English students in Northwest Samar State

University, thereby addressing a specific context. This localized approach allows for a more

comprehensive understanding of the impact of AI chatbots on English writing proficiency within

a specific educational setting. Lastly, the use of the term "Paradoxical Savior" in the research title

highlights the potential contradiction between the role of AI chatbots as both a helpful tool and a

potential hindrance to language learning. While AI chatbots offer numerous benefits, such as

immediate feedback and access to language resources, they may also lead to overreliance and

hinder the development of critical thinking and creativity in writing. Exploring this paradox can

provide valuable insights into the nuanced effects of AI chatbots on English writing proficiency.

In conclusion, this research is significant as it aims to explore the pros and cons of AI

chatbots as a tool for enhancing English writing proficiency of BSED English students in

Northwest Samar State University. By shedding light on the potential benefits and drawbacks of

AI chatbots, this research can contribute to the development of effective instructional strategies

and technology integration in language education.

II. STATEMENT OF THE PROBLEM

The use of chatbots and artificial intelligence in various fields is now expanding

significantly. In fact, it had been increasingly employed in the field of education (Clarizia et.al,

2018). Given this considerable growth in the representation of chatbots, this research aims to

explore the pros and cons of AI Chatbots as a tool for enhancing the English writing proficiency

of BSED English students in Northwest Samar State University.

Specifically, this research study seeks answers to the following questions:

1. What specific AI chatbots do the participants often use?

2. What specific written activities do the participants integrate AI Chatbots?

3. How do the participants perceive the use of AI chatbots in improving their English

writing skills?

4. What are the advantages of using AI chatbots in enhancing English writing proficiency

among the participants?

5. What are the drawbacks or limitations of using AI chatbots in improving English

writing skills?

6. How do the participants feel about the effectiveness of AI chatbots in enhancing their

English writing abilities?

7. What are the potential implications and considerations for integrating AI chatbots into

English language instruction for BSED English students?

8. Do chatbots provide more benefits than drawbacks or the other way around?
III. LITERATURE REVIEW

A. Related Literature

English Writing Proficiency

The importance of technology in promoting autonomy in English learning has grown in

non-English speaking countries. The new Kurikulum Merdeka Belajar in Indonesia places a strong

emphasis on student autonomy and the use of technology in the classroom. This section discusses

recent research on the role of technology, such as sophisticated tools, in fostering autonomy in

English learning in non-English speaking countries. In a study conducted after university EFL

students used AI-based platforms in the English writing teaching and learning process, Yi and Kim

(2021), sought to understand the characteristics of English writing and learners' perceptions of the

use of AI-based platforms.

AI-powered innovations in learning environments may be advantageous to both language

teachers and students. Computer-assisted language acquisition is a subclass of artificial

intelligence-based technologies. AI has significantly improved the teaching of foreign languages

as a result of the quick development of big data management and natural language processing

technologies (Li, 2020). A personalized lesson plan for each ESL student in the classroom will be

produced by AI using the knowledge domain. AI will use information from the knowledge area to

create a tailored course for each learner, taking into account their proficiency level and any

language barriers, as well as their learning style.

The importance of technology in promoting autonomy in English learning has grown in

non-English speaking countries. The new Kurikulum Merdeka Belajar in Indonesia places a strong

emphasis on student autonomy and the use of technology in the classroom. This section discusses
recent research on the role of technology, such as sophisticated tools, in fostering autonomy in

English learning in non-English speaking countries. Yoo and Kwon (2021) studied how well the

"LinguaLeo" mobile language learning app assisted Korean students in learning English

independently. By incorporating gamification, personalized learning paths, and online resources,

the application provided students with an interactive and engaging learning experience. The study

found that LinguaLeo users significantly improved their English language ability and increased

their level of learning independence.

Chatbots

Chatbots can be classified based on their purpose (i.e., assistant or conversation) and mode

of communication (i.e. text or voice). Regarding the former, assistant chatbots are programmed to

assist users in their daily activities, such as searching for information on the internet, making

telephone calls, scheduling an appointment, and so on. They are integrated in mobile devices such

as tablet computers and smartphones (e.g., Siri by Apple, Cortana by Microsoft), or in stand-alone

devices such as smart artificial intelligence (AI) speakers. With most interactions, these chatbots

provide short, structured, and simple responses to the users. (Lee J. H., Yang H., Shin D., Kim H.,

2020).

The idea of artificial intelligence (AI) in the twenty-first century has developed over the

past fifty years in the following ways: AI is now viewed as a science and a collection of

computational technologies that are motivated by—but frequently operate quite differently from—

the ways that people use their nervous systems and bodies to sense, learn, reason, and act. (

In many different fields, including ELT, chatbot technology has attracted a lot of interest

and popularity. In the ELT literature, research on chatbots has covered how they can help learners
feel more at ease in English conversation than human counterparts while also providing

appropriate linguistic input, stimulating their interest in English learning, and fostering their

linguistic development. (Fryer, L. K., Ainley, M., Thompson, A., Gibson, A., & Sherlock, Z.,

2017).

In addition, ChatGPT, a revolutionary online application, has caused significant concern in

the education sector. Being among the most heavily dependent on writing tests, foreign language

teachers were among the most concerned, and their anxiety was impacted by media attention to

the chatbot’s much-hyped functionality. AI chatbots can provide more detailed and comprehensive

feedback to students than a teacher might be able to provide on their own. This can help students

better understand their strengths and weaknesses and make more targeted improvements.

(Silitonga et al., 2023).

According to a study conducted by Moulieswaran and Kumar (2023), students' attitudes

toward using AI-powered tools were positive, especially when they were learning English. The

primary issue is the poor quality of AI-driven language learning apps for smartphones. However,

it is anticipated that AI-powered language learning apps will be used as one of the teaching tools

that could effectively aid students in learning English as a Second Language.

B. Related Studies

Examining the roles of social presence and human-likeness on Iranian EFL learners’

motivation using artificial intelligence technology: a case of CSIEC chatbot.

Artificial Intelligence (AI) technology in the educational context, particularly chatbotics,

has made significant changes in learning English. This mixed-methods study is intended to explore
university students’ attitudes toward the potential role of artificial intelligence (AI)-assisted mobile

applications. Meanwhile, the role of social presence and human-likeness on learner motivation

was examined through a chatbot lens. A total of 256 English as a foreign language (EFL) learners

interacted with a chatbot known as Computer Simulation in Educational Communication (CSIEC).

Participants’ audio-recorded practices, transcriptions, three scales of social presence, learner

motivation, and human-likeness, along with a semi-structured focus group interview, were used to

collect data, Structural Equation Modeling (SEM) was used for data analysis. Moreover, thematic

analysis was adopted to explore the participants’ attitudes and perceptions toward using CSIES.

The quantitative results indicated that learner motivation was significantly predicted by social

presence and human-likeness. The thematic analysis of qualitative data reflected that the attributed

descriptions to the CSIEC teacher enhanced learners’ motivation, eagerness, and confidence to

learn English. The findings of this study may be used to guide future research in using chatbots

outside the classroom to serve as learning companions, and educators can utilize them to tailor

assessment and feedback procedures.

Opportunities and Challenges in Using AI Chatbots in Higher Education

Artificial intelligence (AI) conversational chatbots have gained popularity over time, and

have been widely used in the fields of e-commerce, online banking, and digital healthcare and

well-being, among others. The technology has the potential to provide personalised service to a

range of consumers. However, the use of chatbots within educational settings is still limited. In

this paper, we present three chatbot prototypes, the Warwick Manufacturing Group, University of

Warwick, are currently developing, and discuss the potential opportunities and technical

challenges we face when considering AI chatbots to support our daily activities within the

department. Three AI virtual agents are under development: 1) to support the delivery of a taught
Master’s course simulation game; 2) to support the training and use of a newly introduced

educational application; 3) to improve the processing of helpdesk requests within a university

department. We hope this paper is informative to those interested in using chatbots in the

educational domain. We also aim to improve awareness among those within the chatbot

development industry, in particular the chatbot engine providers, about the educational and

operational needs within educational institutes, which may differ from those in other domains.

Integrated Classroom-Chatbot Experience: An Alternative Solution for English as Foreign

Language Learners

Both in traditional and online English as a Foreign Language (EFL) classroom, interactions

between teachers and peers are indeed needed to practice the targeted language. However, in

classes attended by a big number of mixed ability learners, these interactions can hardly as

effective as is expected. Along with limited available time for studying more about the language

in the classroom as Foreign Language Learning (FLL), learners rarely use the target language in

their day-to-day life or interacting with a native speaker, and this lack completes its complexity.

Therefore, the writer argues that integrating chatbot in the classroom as an alternative solution to

cope with learners' lack of interactions using English in the classroom and real life. This paper is

a position paper in which the writer presents her arguable opinion on why integrating chatbots in

EFL learning can be an alternative solution.

Towards a Digital Assessment: Artificial Intelligence Assisted Error Analysis in ESL

The study we present here aims to explore the possibilities that new Artificial Intelligence

tools offer teachers to design assessments to improve the written proficiency of students of English

as a Foreign Language (the participants in this study have predominantly Spanish as their L1) in a
University English Language Course with CEFR B2 objective. The group we are going to monitor

is, as far as the Spanish university system is concerned, on average: more than sixty students, with

diverse backgrounds and unequal proficiency in English. In such conditions, the teacher must be

very attentive to meet the needs of all students/learners and, at the same time, keep track of

successes and failures in the designed study plans. One of the most notable reasons for subject/class

failure and dropout, in a scenario such as the one described, is the performance and time dedication

to written competence (Cabrera, 2014 & López Urdaneta, 2011). Consequently, we will explore

whether the union of all the theoretical baggage that underpins the linguistic and pedagogical

tradition of Error Analysis, one of the most notable tools for enhancing the writing competence

of English as a Foreign Language, and new intelligent technologies can provide new

perspectives and strategies to effectively help learners of English as a Foreign Language to produce

more appropriate written texts (more natural outputs) and, at the same time, to check whether an

AI-assisted Error Analysis-based assessment produces better results in error avoidance and rule

application in the collected writing samples.

C. Theoretical Framework

1. Social Constructivism:by Lave, J., & Wegner, E.

The theoretical underpinning of this research is based on the social constructivist

perspective, which suggests that knowledge is actively constructed through social

interactions and experiences. According to this framework, language learning is a

collaborative process where learners actively engage with the environment and interact

with others to develop their language skills. AI chatbots can be seen as a social agent
 that facilitates this collaborative learning process by providing immediate feedback and

guidance.

2. Theory of Connectivism: by George Siemens.

The theory emphasizes the importance of networks and connections in learning. It

suggests that learning is not limited to individual minds but is distributed across

networks of people, technology, and information. In the context of AI chatbots, this

theory highlights the potential of chatbots to connect students with a vast amount of

resources, facilitate collaboration among students, and foster a deeper understanding of

the subject matter through the exploration of diverse perspectives.

3. Zone of Proximal Development (ZPD): by Lev Vygotsky.

The ZPD theory emphasizes the importance of social interaction and collaborative

learning in the cognitive development of individuals. According to Vygotsky, learning

occurs within the “zone” between what a learner can do independently and what they

can achieve with the guidance and support of a more knowledgeable other. This theory

suggests that AI chatbots can function as a “more knowledgeable other” by providing

scaffolding and support to BSEd English students as they develop their writing skills.
IV. METHODOLOGY

A. Research Design

This qualitative research study will employ descriptive research design. Phenomenology

seeks to explore and understand the lived experiences and perceptions of individuals

regarding a specific phenomenon, in this case, the use of AI chatbots for improving English

writing proficiency.

B. Participants

Respondents will be purposefully selected from BSEd English students who have

experience using AI chatbots for English writing support. The aim is to gather a diverse

range of perspectives, including different levels of proficiency and experiences with AI

chatbots.

C. Sampling Method

Participants will be purposefully selected from BSEd English students who have

experience using AI chatbots for English writing support. The aim is to gather a diverse

range of perspectives, including different levels of proficiency and experiences with AI

chatbots.

D. Research Instrument

The primary research instrument for this qualitative study will be semi-structured

interviews. In-depth, one-on-one interviews will be conducted with selected participants.

The interviews will be audio-recorded with the participants' consent and later transcribed

for analysis. Interview questions should be designed to explore the following:

• Their experiences with AI chatbots for English writing support.

 • Perceptions of how AI chatbots have influenced their writing proficiency.

• Benefits and challenges encountered in using AI chatbots.

• Changes in their writing practices and attitudes.

E. Research Locale

The study will take place in the classrooms of Northwest Samar State University's College

of Education, where BSEd English students will be asked for consent to a one-on-one

interview. The university will grant the necessary permits and classroom access for data

gathering. The particular classes and interview times will be set in cooperation with

university personnel and participating students.

F. Data Collection Procedure

The process for gathering data will begin with a semi-structured interview, which will be

audio-recorded with the respondent's permission and afterwards transcribed for analysis.

G. Treatment of the Data

The collected data will be transcribed and organized for analysis. The findings will be

presented in a clear and organized manner, supported by relevant examples from the data.
V. TIMELINE

RESEARCH TIMELINE

Month 1 (September 2023): Preparation and Research Title Proposal

• Week 1: Develop research titles

• Week 2-3: Develop research proposal and concept paper

• Week 4: Research Title Defense to obtain necessary approvals

Month 2 (October 2023): Designing Research Instrument

• Week 1-2: Conduct a thorough literature review on AI Chatbots and its impact on

English Writing proficiency

• Week 3: Design the interview questions

• Week 4: Finalize the interview questions

Month 3: (November 2023): Recruitment of Participants

• Week 2: Develop letter of consent and consent forms

• Week 3: Recruit participants (BSEd English students) and inform them about the

research.

• Week 4: Schedule interview in the classroom.

Month 4: (December 2023): Data Collection

• Week 1-3: Begin data collection by interviewing the participants and audio-

recording it.
Month 5: (January 2024): Treatment of Data

• Week 2-4: Transcribe the recorded data from the audio-recorded interview

Month 6: (February 2024): Analysis of Data

• Week 1-2: Code and categorize the transcribed data

• Week 3-4: Analyze the data using qualitative research methods.

Month 7: (March 2024): Summary and Interpretation of Findings

• Week 1-4: Summarize and interpret the findings.

Month 8: (April 2024): Drafting of Research Report

• Week 1-3: Write a comprehensive research report including an introduction,

methodology, findings, conclusions, and recommendations.

• Week 4: Revise and edit the research report for clarity and coherence.

Month 9: (May 2024): Finalization

• Week 1: Finalize the research report.

• Week 2: Prepare a presentation of the research paper and present the research

findings to relevant stakeholders/language educators/panelists (Final Defense)

• Week 3: Submit the hardbound research paper.

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