Chapter 1

INTRODUCTION

Background of the Study

AI has already been applied to education primarily in some tools that help

develop writing skills. As AI educational solutions continue to mature, the hope is that AI

can help fill needs gaps in learning and teaching and allow schools and teachers to do

more than ever before. AI can drive efficiency, personalization and streamline admin

tasks to allow teachers and learners the time and freedom to provide understanding and

adaptability—uniquely human capabilities where machines would struggle. The use of

Artificial Intelligent (AI)-powered writing tools in writing is increasing rapidly. These

tools include grammar checks, writing aids, and programs that can create written works

like essays without human help. They are easy to use and effective, saving students and

educators time and effort (T. S. Chang et al.,2021; Gayed et al., 2022;) By using these

tools, students can receive immediate feedback and assistance, improving their writing

skills faster.The vision for AI in education is one where they work together for the best

outcome for students. Since the students of today will need to work in a future where AI

is the reality, it’s important that our educational institutions expose students to and use

the technology.

Artificial intelligence (AI) is rapidly transforming many aspects of their lives,

including education. AI applications are increasingly being used in classrooms to support

student learning in a variety of ways. However, the effects of AI application on students'

writing performance is a complex task. This study aims to investigate the effect of the

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 artificial intelligence (AI) applications and understand how AI applications can be used to

support different types of learners, to know if AI application can be an effective tool to

enhance the writing ability of the students, to develop new ways to teach writing using

AI and to know if AI application can be used and integrate it in teaching writing and

assess its effectiveness.

Statement of the Problem

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

applications to the writing skills of BSHM Second Year students of West Visayas State

University- Janiuay Campus, Janiuay Iloilo, for school year 2023-2024.

Specifically, it will answer the following questions:

1. Is there a significant difference in the effects of AI application on the writing skills of the

students?

2. Is there significant difference in the level of learners’ effectiveness in applying AI on

their learnings when classified according to their sex, age, year level and availability of

educational technology?

3. Is there a significant relationship in applying AI and the level of effectiveness in their

writing skills?

Hypotheses

Based on the above-mentioned questions, the following hypotheses were formed:

1. There is a significant difference in the effects of AI application on the writing

skills of the students.

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 2. There is significant difference in the level of learners’ effectiveness in applying

AI on their learnings when classified according to their sex, age, year level and

availability of educational technology.

3. There is a significant relationship in applying AI and the level of effectiveness

in their writing skills.

Significance of the Study

This study has a huge help to the School Administration, student, teacher,

readers, and future researchers. This study is deemed significant to the following:

School Administration: All outcome of this would increase the volume of literature

for BSHM Second Year student of West Visayas State University-Janiuay Campus as well

as other institution. They would be informed about this study, and it could help them

implement programs that could help and beneficial to everybody.

Teachers: The teachers would greatly benefit from this study. This would help them

determine of the effects of using AI of their students writing skills.

Students: This helps students stay informed about the latest developments in their

field of study and prepares them for future challenges

Researchers: Finally, future researchers would benefit from the findings of the study.

They could make use of this as source of information regarding their related study.

Definition of Terms

Artificial Intellegence (AI) – Is the simulation of human intelligence processes by

machines, especially computer systems.

In this study Artificial Intellegence (AI) is the application used by the students

during their writing activities.

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Language Learning – Is an active process that begins at birth and continues

throughout life. Students learn language as they use it to communicate their thoughts,

feelings, and experiences.

In this study, language learning nurture learning spaces which aim to provide the

necessary stimulus to most effectively develop language skills.

Writing Ability – the skills you use to write effectively and succinctly.

In this study, writing ability the ability to initiate and evolve ideas and then use

certain revising and editing practices to develop them to maturity in a given context.

Scope and Limitation of the Study

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

applications to the writing skills of BSHM Second Year students of West Visayas State

University- Janiuay Campus, Janiuay Iloilo, for school year 2023-2024.

Descriptive method will be used in the study using descriptive-correlational research

design.

The total number of respondents will be identified using Slovin’ formula. Two-stage

random sampling designed was used to obtain the desired number of respondents from

the total population.

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 Researcher-made instruments will be used to gather data on the extent of

effectiveness of using AI on the writing skills of the students. The questionnaires will

undergo content validation by a panel of jurors using the Fraenkel and Wallen Content-

Related Criteria tool. The reliability test of the questionnaires will also be conducted to

BSHM second year students.

Both the descriptive and inferential statistics will be used in the study. For

descriptive statistics, the frequency count, percentage, and mean will be used. For

inferential statistics, t-test and Chi-square will be used and set at .05 level of

significance.

The statistical computations will be processed through the Statistical Package for

Social Science (SPSS) Software.

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 Chapter 2

Review of Related Literature

This chapter reviews some concepts and research literature relevant to this

study. It presents information regarding the effectiveness of using Artificial Intellegence

(AI) of the students on their writing skills . Theoretical and conceptual frameworks are

also presented to give clear understanding about the present study.

Artificial intelligence

Artificial intelligence is the simulation of human intelligence processes by

machines, especially computer systems. Specific applications of AI include expert

systems, natural language processing, speech recognition and machine vision. AI

requires a foundation of specialized hardware and software for writing and training

machine learning algorithms. No single programming language is synonymous with AI,

but Python, R, Java, C++ and Julia have features popular with AI developers.

In general, AI systems work by ingesting large amounts of labeled training data,

analyzing the data for correlations and patterns, and using these patterns to make

predictions about future states. In this way, a chatbot that is fed examples of text can

learn to generate lifelike exchanges with people, or an image recognition tool can learn

to identify and describe objects in images by reviewing millions of examples. New,

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rapidly improving generative AI techniques can create realistic text, images, music and

other media.

Artificial Intelligence in Education

At its most basic level, AI is the process of using computers and machines to

mimic human perception, decision-making, and other processes to complete a task. Put

differently, AI is when machines engage in high-level pattern-matching and learning in

the process.

There are a number of different ways to understand the nature of AI. Two types

of assessment include rules-based and machine learning-based AI. The former uses

decision-making rules to produce a recommendation or a solution. In this sense, it is the

most basic form. An example of this kind of system includes an intelligent tutoring

system (ITS), which can provide granular and specific feedback to students. 4

Machine learning-based AI is more powerful since the machines can actually

learn and become better over time, particularly as they engage with large, multilayered

datasets. In the case of education, machine learning-based AI tools can be used for a

variety of tasks such as monitoring student activity and creating models that accurately

predict student outcomes. While machine learning-based AI is still in its infancy, the

approach has already shown impressive results when it comes to complex solutions not

governed by rules, such as scoring students’ written responses or analyzing large,

complex datasets.

Within AI, there are other important distinctions, largely based on the

technological use cases. One subfield revolves around natural language processing,

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which is the use of machines to understand text. Technology such as automated essay

scoring uses natural language processing to grade written essays. Also important within

AI are recommender and other prediction systems that engage in data-driven

forecasting. For example, Netflix currently uses an AI-based recommender system to

suggest new films to its users.

Vision-based AI is also an important field that can help with assessment. A

number of assessment groups have used optical systems to grade students’ work.

Instead of a teacher grading a math equation that a student wrote, for example, the

teacher can snap a picture of the equation, and a machine will grade it. Finally, there

are AI systems based on voice recognition. These systems are the backbone of tools

such as Siri and Alexa, and experts have been exploring ways to use voice-based AI to

diagnose reading and other academic issues. Despite the innovation that AI supports in

assessment, concerns around bias may prevent some of these designs from seeing the

light of day. This issue brief will discuss those concerns.

How Does Artificial Intelligence Work?

At its core, artificial intelligence is the ability of a computer or machine to learn

from its environment and make decisions based on the data it collects. AI systems are

designed to be able to process large amounts of data quickly and accurately, allowing

them to make decisions faster than humans can. AI systems can be used for a variety of

tasks, such as recognizing objects in images or understanding natural language. AI

systems are typically composed of two main components: an algorithm and a dataset.

The algorithm is the set of instructions that tells the system how to process data and

make decisions. The dataset is the collection of data that the system uses to learn from

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and make decisions based on. For example, an AI system might use a dataset of images

to learn how to recognize objects in photos. AI has many potential benefits, including

increased efficiency, improved accuracy, and enhanced decision-making capabilities. AI

systems can help automate mundane tasks, freeing up time for more important work.

They can also provide more accurate results than humans can achieve on their own,

reducing errors and improving accuracy. Finally, AI systems can help businesses make

better decisions by providing insights into customer behavior or market trends that

would otherwise be difficult or impossible to uncover. In conclusion, artificial intelligence

is an exciting field with many potential applications in both business and consumer

settings. By understanding what AI is and how it works, businesses can begin to harness

its power to improve their operations and gain a competitive edge in their industry.

Other studies

The possibilities for the use of such AI tools are manifold. In the business

context, such AI tools could be used, for example, in interactions with customers,

internal service organisation or in the recruitment of new employees (Kohne et

al., 2020). In the scientific context, such tools can support text analysis, translate texts,

or even write abstracts for research papers (Berdejo-Espinola and Amano, 2023). In

addition, the first publications already exist in which such tools are listed as co-authors

(Stokel-Walker, 2023). In the field of education, these tools could support pupils and

students to reflect on scientific practices, to optimise their texting, to have texts

proofread or even to act as tutors for exam preparation (Marx, 2023). However, these

opportunities are also countered by risks—from security concerns to misinformation to a

lack of scientific rigour (Albrecht, 2023). Open AI, for example, admits that ChatGPT can

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sometimes generate plausible-sounding, but erroneous and incorrect answers

(OpenAI, 2022). Furthermore, with regard to use, there are risks in the collection of

usage data, the more difficult assessment of the results, the unclear authorship, as well

as the unreflective and abusive use of chatbots (Mohr et al., 2023). As a consequence,

individual countries have temporarily banned the use of the tool (e.g. Italy);

organisations (including Samsung, JPMorgan) or schools and educational institutions

have also restricted and continue to restrict the use of AI-based tools by their

employees or pupils or students (Hughes, 2023; Lukpat, 2023).

Especially against this background, initial empirical studies already exist that

analyse the use of AI-based tools in various contexts, but there is no Germany-wide

study of the use of such AI systems by students in the context of studying and teaching.

The aim of this report is therefore to analyse the use of AI-based systems in studies. To

this end, a survey of students enroled at a German university at that time was

conducted between 15 May 2023 and 5 June 2023. The term artificial intelligence is not

universally defined, not least because the understanding of AI evolves with technological

progress and the concept of intelligence itself is very complex and therefore cannot be

clearly delineated (e.g. Federal Government of the Federal Republic of Germany, 2018).

In addition, AI is a multi- and interdisciplinary subject area and can therefore be studied

from different perspectives (Lu, 2019). Although the term AI has its origins as early as

the 1950s, the eminent advances in the performance of computer systems, the quality

of algorithms and the availability and storage of data in recent years have significantly

accelerated the further development and possible applications of AI in many areas.

Artificial intelligence refers to methods, processes and technologies that enable IT

systems, such as machines, robots or software systems, to interpret large amounts of

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data and to learn from this data in order to emulate or imitate certain human cognitive

abilities (e.g. Di Vaio et al., 2020). In this way, tasks that require visual perception,

language or strategic thinking and planning, for example, can be carried out

independently and efficiently by IT systems.

Artificial Intelligence (AI) Tools and Writing Skills (WS)

In the recent era, the proliferation of online writing tools has made it easier than

ever for writers of all skill levels to access resources to help them improve their writing.

From spell checkers to grammar-checkers, from writing prompts to plagiarism-checkers,

there are a multitude of tools available online to help writers improve the quality and

accuracy of their work. In addition to these basic tools, there are also more

sophisticated AI-powered writing tools that can analyze a writer's style and provide

suggestions for improvements in areas such as sentence structure, vocabulary, and

tone. As the demand for high-quality writing increases in the digital age, the availability

of these online tools can be a valuable resource for anyone looking to improve their

writing skills. However, it is important for writers to use these tools responsibly and not

rely on them as a substitute for developing their own writing abilities. By balancing the

use of online writing tools with more traditional methods of writing instruction, writers

can make the most of these resources to enhance their writing ability and produce high

quality work. Artificial intelligence (AI) tools have become increasingly sophisticated in

recent years, providing new ways for students to improve their writing ability. These

tools can help with tasks such as grammar and spell-checking, generating topic ideas,

and even offering suggestions for improvements in style and structure. The effects of

such tools on users and students writing ability have been the subject of recent

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research, with some studies indicating positive outcomes. Some researches as reported

by Chen and Wei (2021) found that the use of an AIpowered writing assistant improved

the overall writing quality of students, as well as their ability to generate ideas and

organize their thoughts. Another study by Thet and Htay (2021) explored the use of AI

tools in teaching academic writing to university students, finding that such tools were

effective in improving writing quality and helping students to become more independent

in their writing. However, not all studies have found positive effects of AI tools on

student writing ability. A study by Krajcik and Kim (2020) found that while students

generally found AI writing tools helpful, they did not necessarily lead to improvements in

writing quality. Additionally, some concerns have been raised about the potential for

these tools to contribute to plagiarism, as students may rely too heavily on automated

suggestions and fail to develop their own writing skills (Kornfeld & Roy, 2021).

Nowadays, several AI tools have been available online and they can be bought via

online. The AI tools have main function is to help individuals improve their writing

ability. One such tool is Grammarly, which uses machine learning algorithms to detect

errors in grammar, spelling, and punctuation. It also provides suggestions for improving

sentence structure and word choice. Another tool, Hemingway Editor, analyzes written

content to identify complex sentences and offers suggestions for simplification. It also

highlights passive voice and adverbs, encouraging writers to use active voice and more

descriptive language. Additionally, ProWritingAid, REF-N-WRITE, Quilbott, offer a range

of features, including grammar and spell-checking, contextual thesaurus, and a

readability analyzer. It also provides feedback on writing style, such as sentence

variation and use of clichés. These AI tools have the potential to revolutionize the

writing process for both professional and casual writers. They can assist to identify

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errors that would otherwise go unnoticed and provide guidance for improvement. As a

result, these tools can lead to more polished and effective written communication. Based

on some concepts above, it can be drawn conclusion that the use of sophisticated AI

tools in writing may have both positive and negative effects on writing ability. While

some studies have found benefits in terms of improved writing quality and increased

independence, other research suggests that these tools may not always lead to

significant improvements and may contribute to issues such as plagiarism. Educators

must carefully consider the role of AI tools in writing instruction and ensure that their

use is balanced with other methods that promote the development of students' writing

skills.

Conclusion

Despite these advantages, certain studies have indicated potential drawbacks.

For instance, AI writing tools may inadvertently promote over-reliance among students,

as they might lean too heavily on these tools for correction without thoroughly

understanding their mistakes. This dependency can stunt their natural learning process

and development of self-editing skills. Iskender (2023) provided a critical perspective on

this matter, arguing that the use of AI writing tools could lead to diminished critical

thinking skills if students become overly dependent on them. They expressed concern

that students might prioritize quick fixes from AI tools over deeply understanding and

learning from their mistakes, which would essentially negate the process of learning,

growth, and development in writing. In addition to concerns about over-reliance, the

impact of AI writing tools on creativity has also been questioned. Some educators worry

that students might use these tools not just for refining their language, but also for

generating ideas, potentially curtailing their creative thinking and originality (Johinke et

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 al.,2023). Furthermore, Farrokhnia et al. (2023) pointed out that while AI tools can

improve certain writing skills, they may not be as effective in addressing higher-order

writing elements, such as argument structure and coherence. These aspects require a

deep understanding of the topic, logical thinking, and the ability to connect ideas, which

are currently beyond the capacity of AI tools. In terms of tone and context, AI tools may

also falter. Therefore, while the application of AI in writing instruction has promising

benefits, educators need to be mindful of these potential drawbacks and address them

proactively in their teaching strategies.

Theoretical Framework

This study is based on the AI Application on Language Learning: It’s effects on Students

Writing Ability”. The independent variables in this study are the respondents’ sex, age,

year level and availability of educational technology.

The dependent variable is Effectiveness of AI on the writing skills BSHM second

year students of WVSU-Janiuay, Campus.

AI effects on students learning skills will be determined whether Very Highly Effective,

Highly Effective, Moderately Effective, Less Effective, and Not Effective.

The relationship among these study variables is diagrammatically presented in

Figure 1.

Independent Variables Dependent Variable

sex

age AI Application on Language Learning: It’s

effects on Students Writing Ability”
year level
 Very highly effective
availability of educational technology 14  Highly effective
 Moderately effective
 Less effective
 Not Effective
 Figure 1. Schematic diagram showing the relationship between the independent

and dependent variables of the study.

Chapter 3

Methodology

This chapter presents the research methods, research design, respondents of the

study, sampling design, data gathering procedure, research instrument, data analysis

and statistical tools that were used in analyzing and interpreting data in the study.

Research Method

Descriptive method will be used in this study. Descriptive method according to

Fraenkel and Wallen (2007), is used to describe a given situation as fully and carefully

as possible. The gathered data could determine the Effects of Artificial Intellegence (AI)

on the writing skills of BSHM students of WVSU- Janiuay, Campus.

Research Design

The study used the descriptive research design. The descriptive survey

research method was used in this study. Harris (1992) defines this method as a design

which describes the situation as it exists at the time of the study and explores the cause

of phenomena.

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 This research design is appropriate to this study based on the fact that its main

goal is to look into the Effects of Artificial Intellegence (AI) on the writing skills of BSHM

students of WVSU- Janiuay, Campus.

Respondents of the Study

The respondents of the study are the thirty (40) randomly selected BSHM second

year students of West Visayas State University – Janiuay, Campus in the S.Y. 2023-

2024.

These students are classified according to their sex, age, year level and availability of

educational technology.

Table 1 shows the distribution of respondents according to independent

variables.

Profile of the Students

Distribution of the No. of Respondents Percentage

Respondents

Entire Group 40 100

Age

20 years old and above 40 100

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 Sex

 Male 20 50

 Female
20 50

Year Level
40 100

Availability of Educational
40 100
Technology

Sampling Design

The randomly sampling design will be used to obtain the desired number of

respondents from the total population. After the sample size will be computed using the

slovin’s formula, simple random sampling will be employed.

Simple random sampling (David, 2005) is a process of selecting sample cases of

subset of sample cases from a population, giving all the sampling units equal chances of

being included in the sample.

Data-Gathering Procedures

Permission to conduct the study will be secured from the campus administerator

of the school.

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 Once the permission will be granted, the researcher will personally conduct and

start the distribution and administration of the questionnaires to the respondents. The

researcher will solicit the cooperation and understanding of the respondents to ensure

easy retrieval and gathering of the questionnaires. Compliance to research ethics

protocol will also be done through the signed informed consent to insure the dignity of

the respondents.

Research Instruments

In order to collect the quantitative data and answer the research question, the

instruments employ in this study are the pre – test on students’ writing skills without

using an AI before the treatment, the experiment and the post – test on students’

writing skills using AI application.

Pre – Test

It is a self – constructed test consisting of two parts to be administered by the

teacher (researcher). In the first part, the researcher will prepare a topics to be written

by the students.

Experiment

The experiment is one of the steps in conducting the experimental research.

During the experiment, researchers must endeavor to follow tested and agreed – on

procedures (Cohen, Manion and Morrison, 2007).

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Post Test

The post – test is similar to the pre – test in terms of format and types of tasks.

The researchers will prepare topics to be written by the students using AI applications.

Data Analysis

Prior to the conduct of the study, the researcher will present to the

adviser and other experts in the field of research the contents of the

questionnaire. Any suggestions will be incorporated to make the first draft and to

be pilot tested to learners not included in the study. A letter of permission will

be forwarded to the WVSU- Janiuay Campus Head Office in Janiuay Iloilo. The

date and time as approved by the Campus Administrator. Upon completion,

these will be tallied, summarized and interpreted.

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 References

Chen, W., & Wei, H. (2021). Effect of an AI-Powered Writing Assistant on Writing

Quality and Idea Generation. Journal of Educational Technology & Society, 24(3), 84–

97.

Hinton, G. (2018). Deep learning—A technology with the potential to transform health

care. JAMA, 320(11), 1101-1102.

Kornfeld, L., & Roy, D. (2021). Educational implications of AI writing tools for academic

writing. British Journal of Educational Technology, 52(1), 248–262

Krajcik, Z., & Kim, K. (2020). To What Extent Do AI Writing Tools Improve Writing

Quality? A Case Study of Master’s Level Students. Educational Sciences, 10(11), 321.

https://doi.org/10.3390/educsci10110321

Manske, K., & Wagner, C. (2020). Experiences with AI writing assistants. Writing &

Pedagogy, 12(2), 333-352.

Martin, A. (2018). The future of writing is here, and it’s Artificial Intelligence. Forbes.

https://www.forbes.com/sites/andrewmartin/2018/02/21/the-future-of-writinG

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 WEST VISAYAS STATE UNIVERSITY
Janiuay Campus
Graduate School

AI Application on Language Learning: It’s effects on Students Writing Ability”

A Research Proposal

Presented to the Faculty of West Visayas State University-Janiuay Campus

Graduate School Department

Janiuay, Iloilo

In Partial Fulfillment of the Requirement

for FND (504) Academic Writing in Research

By:

DEE N. TANANGONAN

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