Artificial Intelligence Generators Revolutionize the English Writing Skills of Senior

High School Students

A Research Presented to the Senior High School Department

of Our Lady of the Holy Rosary School

Amaya, Tanza, Cavite

In Partial Fulfilment of the Requirements in

Research in Daily Life 2
Science, Technology, Engineering, and Mathematics (STEM) Strand

ARBIS, Princesse Yehzia R.

ANTIPORDA, Drake Ely M.
BALDEO, Jedd Angelo D.
BONIFACIO, Francis Miguel R.
DE GUZMAN, Kurt Diezel B.
DIGMA, Daliana Cynethel C.
JORGE, Romer Gabriel E.
LONTOC, Francine Kaye O,
ONSANA, Kyoshiro P.
PINPIN, Ernesto III V.
TALAGTAG, Rolando Miguel II R.

2023-2024
 TABLE OF CONTENTS

CHAPTER 1 .......................................................................................................... 1

Background of the Study.................................................................................. 1

Theoretical Framework .................................................................................... 3

Conceptual Framework .................................................................................... 4

Figure 1. IPO .............................................................................................. 4

Statement of the Problem ................................................................................. 5

Hypothesis........................................................................................................ 5

Scope and Delimitation .................................................................................... 6

Significance of the Study ................................................................................. 6

Definition of Terms .......................................................................................... 7

CHAPTER 2. REVIEW OF RELATED LITERATURE ................................. 8

AI Generators ................................................................................................... 8

QuillBot............................................................................................................ 10

Grammarly ....................................................................................................... 11

ChatGPT........................................................................................................... 11

CHAPTER 3. METHODOLOGY ....................................................................... 13

Research Design ............................................................................................... 13

Sources of Data ................................................................................................ 13

Research Locale ............................................................................................... 14

Respondents of the Study................................................................................. 14

Table 1. Section, Population & Sample ...................................................... 14

Research Instrument ......................................................................................... 15

 Data Gathering Procedure ................................................................................ 15

Statistical Treatment ........................................................................................ 16

CHAPTER 4............................................................................................................. 18

Figure 2. Pie Chart ..................................................................................... 18

Table 2. Academic Tasks/Workload of Students ......................................... 19

Table 3. Academic Tasks/Workloads Interpretation ................................... 20

Table 4. English Writing Skills of Students ................................................. 21

Table 5. English Writing Skills Interpretation ............................................ 21

Table 6. Significant Difference.................................................................... 22

CHAPTER 5 .......................................................................................................... 24

Summary of Findings ....................................................................................... 24

Conclusion ....................................................................................................... 26

Recommendations ............................................................................................ 26

References .............................................................................................................. 28
 CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

Nowadays, Senior High Students are the ones who utilize Artificial Intelligence; a

writing tool for them to improve their academic writing. Academic writing is a formal way

of writing, where we should state facts and pieces of evidence about the arguments.

Artificial Intelligence comes in a variety of different tools; Smart Assistant. For example,

Siri, Alexa, Cortana, and Google home assistant. Artificial intelligence also has an AI

Writer that can generate essays for students which they can use to enhance their grammar,

vocabulary, spelling, etc.

Artificial intelligence or AI Generators, refers to a copy of human intelligence in

machines, helping them to make tasks that typically require human abilities. AI Generators

like writing tools by using natural language processing and large data sets to generate drafts

based on user prompts. AI Generators have an ability in content creation, natural language,

understanding, and problem-solving. This skill is for avoiding plagiarism, enhancing

comprehension, and critical thinking. Artificial intelligence can be categorized into two

main types: which are the weak AI and the strong AI. Weak AI is designed for tasks like

Siri, Alexa, Self-driving cars, and the Spotify shuffle. Strong AI, aims to exhibit human-

like intelligence across a wide range of tasks.

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 AI has had a significant impact on human creativity and professional skills. With

the help of AI-powered tools, individuals can now generate new and innovative ideas more

efficiently. These tools can analyze vast amounts of data, identify patterns, and offer

insights that humans might have missed. Moreover, AI algorithms can automate repetitive

tasks, freeing up time for professionals to focus on higher-level creative thinking

(AIConfently 2023). When developing writing skills, students should also make use of

paraphrasing tools (Sulistyaningrum, 2021). This is because writing tools allow you to

express the same ideas in a manner that is more appropriate for the intended audience. The

study explores how students' writing proficiency influences their academic performance,

information retention, and overall writing abilities. Understanding the impact of writing

skills can inform educators on effective teaching methodologies and interventions.

Additionally, insights gained from this study may contribute to the development of targeted

educational programs aimed at improving students' English writing capabilities, ultimately

preparing them for successful academic and professional communication.

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THEORETICAL FRAMEWORK

This study is anchored by the theoretical support of The Impacts of Writing Tools

on the Content and Organization of Students; Writing: EFL (English Foreign Language)

Teachers’ Perspective. According to Marzuki et al., (2023), AI writing tools had a

significant impact on the English writing skills of the students. With the help of AI

generators, it can foster a more comprehensive learning environment, especially for

improving the English writing skills of the students. AI generators can provide prompts

and suggestions that lead to the improvement of texts. With that, they can support students

in articulating their thoughts and enhancing the richness of their content. Moreover, AI

writing tools were able to provide valuable assistance in terms of organization and

coherence of ideas. According to Bowen and Thomas (2020), as cited in the study of

Marzuki et al., (2023), one of the challenges in writing texts was establishing coherence

and logical progression. However, it is made easier because of AI generators for the reason

that they provide instantaneous feedback and suggestions for reorganizing sentences and

paragraphs, it also helps students improve the structure of their writings. AI generators also

have an advantage in terms of vocabulary enhancement for the students. In addition, it can

minimize the repetition or redundancy of the texts since they can recommend more

effective and different wording, and broaden vocabulary. To conclude, the different types

of AI were found to improve the writing skills and overall academic performance of the

students.

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CONCEPTUAL FRAMEWORK

Figure 1

INPUT PROCESS OUTPUT

The researchers used the Input Process Output model (IPO). It includes all the

necessary information that is needed in the process of conducting the study, the specific

process itself, and a roadmap to determine how AI Generators revolutionize students’

English writing skills. For input, it consists of the respondent’s profile as well as other

related variables that are needed to conduct the study. The process includes the research

instrument, research design, and the statistical treatment of collected data. The last figure

shows the output, the expected outcome of the study, which is Artificial Intelligence

Generators Revolutionize the Students’ English Writing Skills of Senior High School

Students.

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STATEMENT OF THE PROBLEM

This study aims to determine how AI Generators revolutionize students’ learning

English writing skills. It also aims to determine if academic tasks influence them to use AI

Generators and the difference between AI Generators, academic tasks, and the writing skill

of a student.

1. Demographic Profile of the Respondents in terms of:

1.1. Frequency of using AI Generator

2. What are the Factors that Influence Students’ Engagement in AI Generator in

terms of:

2.1. Academic Tasks/Workloads of Students

2.2. English Writing Skills of a Student

3. Is there a significant difference between the factors that influence students’

engagement in AI Generators in terms of the frequency of using AI?

Hypothesis

Ho: There is no significant difference between the factors that influence students’

engagement in AI generators in terms of frequent usage.

Ha: There is a significant difference between the factors that influence students’

engagement in AI generators in terms of frequent usage.

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SCOPE AND DELIMITATION

The scope of this study focuses mainly on the Senior High Students of Our Lady of

the Holy Rosary School, School Year 2023-2024 in Amaya, Tanza, Cavite. This study will

be covering AI Generators as a writing tool. Furthermore, the researchers will study the

students’ AI generator constancy, the rising rate of AI usage, and the factors that led them

to use AI generators.

SIGNIFICANCE OF THE STUDY

Senior High Students. This study aims to benefit those who will participate in this

research mainly the students as this can help them to realize and be aware of how AI

generators revolutionize their learning and writing skills. Also, this study aims to determine

or to center their general ability to write.

AI Developers. The AI developers will have an idea of what they need to improve or

change within their AI. Furthermore, they might have an idea of what to update like

removing some errors within the AI.

School Admin. This study will provide information on the impact of using AI generators

on students' English writing skills. It will also help teachers recognize how these generators

affect students' writing abilities and how frequently students use them. Moreover, it will

help establish better learning techniques so that the students won't use the generators and

can be more confident in their abilities.

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Future Researchers. Researchers believe that there are still some studies that still need to

completely address this. The researchers hope that future researchers will fill in the gaps

left by this research and expand on additional data related to this study.

Educational Institutions. The results of this study will help the institution grasp how

students' English writing skills and abilities influence one another, which will be of great

benefit to it.

DEFINITION OF TERMS

Artificial Intelligence - duplicate of human intelligence in a version of machine or

technology.

Weak AI - refers to artificial intelligence that is limited to specific tasks like helping with

finding directions or simply making a list with the use of AI.

Strong AI - a type of artificial intelligence that can perform any human activities or tasks

that require common sense, creativity, and other aspects that recognize human behavior.

AI Powered Tools - an artificial intelligence that uses algorithms to perform certain tasks

and problems that is commonly used in the fields of industry, marketing or finance,

education, and healthcare.

AI Developers - the people who are behind designing, creating, and improving AI

software, examples of this are people who are behind in improving ChatGPT and QuillBot.

AI Generators - an artificial intelligence engine that allows one to use search words,

audiovisuals, and other kinds of inputs to create unique artistic art.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

AI GENERATORS

In 2023, an article titled “The Rise of AI Essay Generators: Revolutionizing

Academic Writing” stated that the rise of AI essay generators has completely transformed

how students and professionals approach their writing assignments. These advanced tools

utilize artificial intelligence algorithms to generate high-quality essays and research papers

in a matter of minutes, eliminating the need for hours of research and tedious writing. Not

only do these AI essay generators save time and effort, but they also provide students with

a valuable learning experience by analyzing and organizing information coherently and

logically. With their ability to produce well-structured and plagiarism-free content, these

innovative tools have become a game-changer for students seeking to excel in their

academic pursuits. As we delve deeper into the world of AI essay generators, we will

explore their advantages, challenges, and the implications they hold for the future of

academic writing. Get ready to embrace a new era of writing innovation as we uncover the

extraordinary potential of AI essay generators.

When developing writing skills, students should make use of paraphrasing tools

(Sulistyaningrum, 2021). This is because paraphrasing tools allow you to express the same

ideas in a manner that is more appropriate for the intended audience. Additional uses of

paraphrasing tools include providing explanations and providing support. There are

advantages of paraphrasing tools mentioned by Rogerson and McCarthy (2017) that can

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help students improve their academic writing skills such as removing plagiarism,

demonstrating the best writing style, and time-saving.

There were related studies by Sarair, Astila, and Nurviani, (2019) that revealed that

students were still unable to properly paraphrase English texts, with most of their work

looking like an imitation of the original. Ardelia and Tiyas (2019) found that not all

students understood how to properly paraphrase, and as a result, many of them were

accused of plagiarism. The use of AI in students is relatively common, with regard to its

functions, accessibility and complexity. Despite this moderate use, the student's academic

performance was found to be of a higher standard with very good scores in evaluations,

mastery of courses and exceptional grades. It indicates that the integration of AI tools in

education could continue to grow and improve (Bancoro J., 2024).

A kind of other ability to learn information and also an ability to manipulate the

information differently and also learn a new word that has a different meaning. According

to (Mueller & Massaron 2018, 8-12) Based on the definition of artificial intelligence (AI)

it is the intelligence reached by an artificial method to help students who have difficulty in

constructing an essay. Artificial intelligence (AI) can reduce human error in making such

essays and because of this, it can be considered a great help to the student but an artificial

one can make its own decision so it can influence something in their decision (Copeland,

2023). The use of GenAI tools can help teachers to better incorporate these technologies

into the learning process, so that they complement and enhance traditional methods of

teaching. This integration may lead to improved learning outcomes, as students will be

more likely to adopt a deep approach to learning when GenAI is perceived as a valuable

and helpful resource by them (Chan C., & Hu W. 2023).

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 A study by (Wahyuni Khairunnisa, 2013) as cited in the study of Relia et al., (2023),

for students to produce writing for academic reasons, they must master the writing

approach of paraphrasing, which involves citing the ideas for others. It needs critical

thinking of users and a complex way of thinking to avoid mistakes called plagiarism.

Students primarily use paraphrasing tools to accomplish their school work with little to no

effort. Moreover, most students also rely on paraphrasing tools to aid them with their school

work instead of using their paraphrasing skills (Sulistyaningrum, 2021 as cited by Agujitas,

Nielsen, et al., 2023) Artificial intelligence platforms are reliable in helping students and

further expand their writing skills by using different artificial intelligence platforms.

Therefore, the result is that 0.821 artificial intelligence is considered reliable to help

students in talks given by their school (Pratama, R. M. D., and Hastuti, D. P. 2024).

QUILLBOT

According to Fitria (2021) as cited by Agujitas et al. (2023), one of the paraphrasing

and summarizing tools that students use is QuillBot. Their study has demonstrated the

different methods as to how QuillBot paraphrases a selected text: (1) through utilizing

synonyms and equations, (2) through rewording the text, (3) through using sentences in

passive or active voice, and (4) through modifying the words' chronological appearance in

the sentences. Moreover, QuillBot is regarded as an alternative to students by helping them

paraphrase when they need an adequate understanding of paraphrasing manually. In today's

period of rapid technological development, the practice of writing has given way to that of

copying and modifying the work of others. Rather than expressing their views in their own

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words, students often simply copy and paste statements from other sources. In addition,

students would do these due to the lack of assistance and guidance from educators and

teachers who manage the student's work and progress (Oktaria et al., 2022 as cited by

Nurmayanti, N. & Suryadi. 2023).

GRAMMARLY

According to Nova (2018), Grammarly is one of the easiest tools that can help

students in terms of writing. It can detect errors in grammar, spelling, and punctuation then

it will suggest corrections and provide comprehensive and useful feedback to improve the

writing.

CHATGPT

This study explores the benefits of using ChatGPT as well as its limitations. Using

artificial intelligence tools like ChatGPT can greatly improve writing review articles for

scientists, by enhancing efficiency and quality. ChatGPT speeds up writing, develops

outlines, adds details, and helps improve writing style. However, ChatGPT’s limitations

must be kept in mind, and generated text must be reviewed and edited to avoid plagiarism

and fabrication (Jingshan H., & Ming T., 2023). Artificial intelligence is one of the often

issues that people are concerned about. Also, ChatGPT is an artificial intelligence that

many consider to disrupt the integrity of education. The study concluded that students

improve their English writing skills with the help of ChatGPT but there are others such as

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Microsoft Bing, Perflexity, and Sriwijaya Cyber (Efendi H., 2024). The study showed

that the students had a generally positive opinion of ChatGPT, and they were very happy

with its assistance to create English content in different parts. The cumulative impact of

use of ChatGPT on students' independent writing ability should be investigated by

researchers for further studies, taking account of a variety of educational environments and

possible ethical considerations like plagiarizing (Bibi, Z. and Dr. Atta, A. 2024).

12
 CHAPTER 3

METHODOLOGY

This chapter presents the research methodology used in this study. It discusses the

research design, sources of data, research locale, respondent of the study, research

instrument and validation, data gathering procedure, and statistical treatment.

Research Design

This study used a descriptive-comparative research design. It tends to measure the

impact of AI generators as tools for senior high school students. This approach or method

of research will help the survey questionnaire as the main source of data. The purpose of

the Descriptive approach is to answer how AI generators affect the Academic

Tasks/Workloads and the English Writing Skills of Senior high school students.

Comparative research is to find out the significant difference in the demographic profile of

the respondents in terms of how they frequently use the AI generators with the influence

of students’ engagement in AI generators.

Sources of Data

The primary source data of the research is the survey questionnaires to be gathered

from Grade 11 and 12 students of Our Lady of the Holy Rosary School in Amaya, Tanza,

Cavite only. The secondary sources are the pieces of literature and articles that are used in

the research.

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Research Locale

This study was conducted at Our Lady of the Holy Rosary School in Amaya, Tanza,

Cavite, this place was selected assuming that students there were frequently using AI

generators, this study was implemented in grade 11 and 12 students of the school

mentioned. The study was also implemented inside the premises of the school. The room

was clean, well-ventilated, and air-conditioned which made the students comfortable.

Respondents of the Study

The senior high students of Our Lady of the Holy Rosary School enrolled in the

school year 2023-2024 are the respondents of the study. All strands including STEM,

ABM, and HUMSS are part of the respondents.

Table 1. Section, Population, and Sample

Section Population Sample

St. Alberto Magno 46 19

St. Barbara 43 17

St. Francis of Assisi 45 18

St. Isidore of Seville 39 16

St. Mathew 43 18

St. Thomas Aquinas 32 13

St. Vincent Ferrer 45 18

St. Benedict of Nursia 36 15

St. Hubert 41 17

St. Joseph Moscati 39 16

14
 St. Luke 48 20

St. Louise De Marillac 35 14

St. Patrick 40 15

St. Peter Faber 47 19

Total 579 235

Research Instrument

In this study. the researchers will use a self-made questionnaire to gather data from

the senior high students of Our Lady of the Holy Rosary School. This questionnaire is a

written set of questions and a process of collecting the responses from those questions. The

first part of the questionnaire is a demographic profile such as Name, and the frequency of

using AI Generators by checking the Likert scale which is given under the questionnaire.

The second part of the questionnaire is about the factors that influence students’

engagement in AI Generator in Terms of Academic Tasks/Workloads of a Student and the

English Writing skills of a Student.

Data Gathering Procedure

The researcher made a letter of approval for conducting a research survey at Our

Lady of the Holy Rosary School. The researchers’ survey questionnaires were validated by

Mary Kristine R. Bonifacio, MA, LPT. On March 18, 2024 at 8:00 PM. The study was

conducted for one week. During that, the researchers handed out the survey questionnaires

15
to the senior high students of Our Lady of the Holy Rosary School. After getting the data

from the senior high students, the researchers tallied the data before having statistical

analysis.

Statistical Treatment

The following statistical procedures will be used to interpret the gathered data from

the respondents of the study.

1. Frequency and Percentage

They were used to determine the percentage of Demographic profiles of the

respondents in terms of Frequent use of AI.

Formula: p=f/ N x 100%

Where: f – frequency

N- population

2. Weighted Mean

They were used to determine the factors that influence Students’ Engagement in AI

Generators in terms of the Academic Tasks/Workloads of Students and the English Writing

Skills of a Student.

Formula:

Where: W= weighted average

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 n= number of terms to be averaged

w i= weights applied to x values

3. One-way Analysis of Variance (ANOVA)

They were used to determine the significant difference of the factors that influence

Students’ Engagement in AI Generator in terms of Frequent use of AI.

Formula:

Where:

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 CHAPTER 4

This chapter presented the results and interpretation of data gathered from the

answers to the questionnaires distributed to the respondents. The data were presented in

tabular form and chart correspondingly with the specific question on the statement of the

problem.

Figure 2

The figure below shows the demographic profile of the selected senior high school

students of Our Lady of Holy Rosary School in terms of Frequent use of AI.

Pie Chart

The figure presents the demographic profile of the selected senior high school students in

Our Lady of Holy Rosary School in terms of Frequent use of AI School Year 2023 – 2024.

The data reveals that 17% of the total respondents say that they are always using AI

generators, 30% of the selected senior high school students say that they often use AI

18
generators, then the biggest percentage which corresponds to 40% of the total population

says that sometimes they are using AI generators, 7% says that they rarely used AI

generators and there are 2% of the total respondents who never used the AI generator. This

study was supported by the study of Bancoro (2024), wherein the findings from their survey

questionnaires appeared to have a total of 860 answers in "sometimes" frequency.

Table 2. Academic Tasks/Workloads of Students

The table below shows the factors that Influence Students’ Engagement in AI

Generators of the selected senior high school students of Our Lady of Holy Rosary School

in terms of Academic Tasks/Workloads and English Writing Skills of a Student.

Academic Task WM

1. AI Generators help me to comply on time with my teachers’ given 3.20

tasks in writing.

2. AI Generators help me get a better grade 2.84

3. AI Generators help me to reduce the time I spend doing my English 3.12

writing tasks.

4. AI Generators serve as my tool to lessen the burden of my writing 2.97

tasks in English.

5. AI Generators help me sort the English topics given easily. 2.93

Overall Weighted Mean 3.01

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Table 3. Academic Tasks/Workloads Interpretation

Numerical Rating Verbal

Interpretation

1.00-1.75 Strongly Disagree

1.76-2.50 Disagree

2.51-3.25 Agree

3.26-4.00 Strongly Agree

The table presents the factors that influence students’ engagement in AI Generator

in terms of the Academic Tasks/Workloads of the students. The data revealed that the

respondents of the study agree that AI generators help students to comply on time with the

teacher's given task in writing, as evidenced by a 3.20 weighted mean. The selected senior

high school students of Our Lady of Holy Rosary School also agree that AI generators help

students reduce the time spent doing the English writing task which is evident in the 3.12

weighted mean. It can be seen that the overall weighted mean is 3.01 which majority of the

respondents agree that AI generators help students with their Academic Tasks/Workloads.

This study was supported by Bibi Z., & Atta A. (2024) stated that AI generators such as

ChatGPT assist the participants in writing more quickly, artistically, and effectively. They

also recommend the use of AI generators to their peers for English writing tasks.

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Table 4. English Writing Skills of Students

English Writing Skills WM

1. AI Generators help me improve my English writing skills. 3.13

2. AI Generators help me by providing supporting details towards my 3.07

understanding of the given specified topic.

3. AI Generators help me to understand topics more effectively. 3.02

4. AI Generators help me to compose a well-written English essay. 3.11

5. I use AI Generators for paraphrasing academic sources. 3.04

6. I use AI Generators for sentence and composition guides. 3.00

7. AI Generators serve as my platform to translate vocabulary or 2.96

unfamiliar words.

Overall Weighted Mean 3.04

Table 5. English Writing Skills Interpretation

Numerical Rating Verbal

Interpretation

1.00-1.75 Strongly Disagree

1.76-2.50 Disagree

2.51-3.25 Agree

3.26-4.00 Strongly Agree

The table presents the factors that influence students’ engagement in AI Generator

in terms of English Writing Skills. The data reveals that the respondent of the study agrees

21
that AI generators help students improve their writing skills, as evidenced by a 3.13

weighted mean. The selected senior high school students of Our Lady of Holy Rosary also

agree that AI generators help the students to compose a well-written English essay, which

is evident in the 3.11 weighted mean. It can be seen that the overall weighted mean is 3.04

and most of the respondents agree that AI generators help students with English Writing

Skills. These findings were supported by Pratama, R., and Hastuti, D. (2024). The findings

in their survey questionnaires appear to be 0.821, indicating that AI positively helps

improve the writing skills of the student, and the considered reliability exceeds 0.60.

Therefore, it can be concluded that AI is reliable in helping student writing skills.

Table 6. Is there a significant difference between the factors that influence students’

engagement in AI Generators in terms of frequent usage of AI?

The table below shows the significant difference in the factors that influence

students’ engagement in AI Generators regarding frequent usage of AI.

Group Mean Critical F – Value P -Value Result

Value

ALWAYS 3.72

OFTEN 3.33
2.539 983.583 1.92E-50 Significant
SOMETIMES 3.00

RARELY 2.56

NEVER 1.00

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 The table presents the significant difference of the factors that influence students’

engagement in AI Generators regarding frequent usage of AI. The data shows that the

computed F-value was significant at its critical value of 2.539. Therefore, the null

hypothesis that there is no significant difference between the factors influencing students’

engagement in AI Generators in terms of frequent usage of AI is rejected. This reveals that

the group of students who belong to Always, Often, Sometimes, Rarely, and Never usage

of AI generators have significantly different views towards the factors that influence

students engagements’ in AI generators. This study was supported by Chan C., Hu W.,

(2023), where students who never used or rarely used AI generators were significantly

different from students who used AI at least sometimes.

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 CHAPTER 5

This chapter presented a comprehensive summary of the study, findings regarding

the frequency usage of AI among the students in Our Lady of the Holy Rosary School, its

impact on academic task workloads and English writing skills of the student, and the factors

that influence the students’ engagement with AI Generators. Lastly, the recommendations

which are based on the findings of the study.

SUMMARY OF FINDINGS

1. The demographic profile of the selected senior high school students in Our Lady of Holy

Rosary School in terms of frequency use of AI Generators. The data reveals that out of

100%, 40% of the students used AI sometimes, while 30% said they were often using AI.

then 17% of the students said that they always use AI Generators. furthermore, 7% of the

students stated that they only use AI rarely and there were 2% of the students who never

used any AI Generators.

2. The Factors that Influence Students’ Engagement in AI Generator in terms of Academic

Tasks/Workloads. Most students “agreed” with an overall weighted mean of 3.01 which

will fall in “Agree”. From the five questions in Academic tasks/workloads, the first

question was placed as #1 with a weighted mean of 3.20, the third question was placed as

#2 with a weighted mean of 3.12, the fourth question was placed as #3 with a weighted

mean of 2.97, the fifth question was placed as #4 with a weighted mean of 2.93 and lastly

24
 the second question was placed #5 with a weighted mean of 2.84. In terms of English

Writing Skills, the students “agreed” that AI Generators help them to improve their writing

skills with an overall weighted mean of 3.04. Among the seven questions in English

Writing Skill, the first question was placed as #1 with a weighted mean of 3.13 which is

the highest among all questions’ weighted mean, the fourth question was placed as #2 with

a weighted mean of 3.11 which falls as second to the highest, the second question was

placed as #3 with a weighted mean of 3.07, the fifth question was placed as #4 with a

weighted mean of 3.04, the third question was placed as #5 with a weighted mean of 3.02,

the sixth question was placed as #6 with a weighted mean of 3.00, and the 7th question was

placed as #7 with a weighted mean of 2.96 which outcome was least among all questions.

3. The null hypothesis which states that there is no significant difference between the factors

influencing student’s engagement in using AI generators was rejected. Therefore, there is

a significant difference between them because based on the results, those respondents who

answered that they always use AI “strongly agreed”, and those who answered often,

sometimes, rarely in the frequency “agreed” that AI generators were helpful with their

academic tasks/workloads and their English writing skills. Lastly, those respondents who

stated that they never used AI think that AI generators were never useful in their academic

tasks/workloads and their English writing skills.

25
 CONCLUSION

The study concluded that AI Generators revolutionize the English writing skills of

the senior high school students of Our Lady of the Holy Rosary School. According to the

overall weighted mean results from the factors that influenced students’ engagement in

using AI in terms of academic tasks/workloads which is 3.01 and English writing skills

which is 3.04, it is stated that both of them fall to verbal interpretation “agree” that means

most of the respondents agreed that AI helps lessen academic tasks/workloads and help

them enhance their English writing skills. This result was parallel to the study of Utami

and Winarni (2023), whose findings through their questionnaires revealed that AI-assisted

language learning tools revolutionized the students’ academic writing and increased their

engagement in such tasks. Additionally, there was a significant difference based on the

results as it revealed that those respondents who utilize AI see it as a useful tool for

academics while those who never use AI do not see it as helpful and effective. Therefore,

the null hypothesis was rejected.

RECOMMENDATIONS

Based on the study’s findings several recommendations are proposed to optimize

the integration of AI in educational settings.

1. Teachers from Our Lady of the Holy Rosary School must conduct AI-related assignments,

activities, and projects that can restore students’ critical thinking and problem-solving

26
 skills. Teachers should make tasks that require students to analyze complex problems and

propose innovative approaches for addressing real-world challenges by engaging in AI-

related activities so that students can develop their critical thinking, creativity, and

adaptability.

2. For more concise and accurate results, future researchers should conduct pre-tests and post-

tests. The pre-test will be their frequency of using AI generators while the post-test is that

the respondents will construct English sentences and will be scored. After that, the

respondent’s frequency of using AI and their test scores will be correlated. Therefore, they

will see through the results if AI generators are enhancing their English writing skills and

their language proficiency.

3. Teachers should educate students about digital principles, including privacy protection,

online etiquette, and responsible information consumption. Additionally, teachers should

promote critical evaluation skills to help students distinguish the credibility and reliability

of AI-generated content. By encouraging a culture of responsible AI use, students can

harness the benefits of AI while minimizing the potential risks and difficulties.

27
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