The Relationship Between Artificial Intelligence (AI) Utilization and the English Writing

Skills of Third-Year Bachelor of Secondary Education Major in English Students at

INTRODUCTION

According to UNESCO (2023), Artificial Intelligence (AI) has become one of the most
transformative technological innovations in the twenty-first century, significantly influencing
various sectors, including education. The rapid advancement of generative AI applications has
reshaped the teaching and learning process by providing learners with immediate access to
information, personalized feedback, and academic support. AI-powered tools such as ChatGPT,
Grammarly, Gemini, and QuillBot have become increasingly popular among students because
they assist in generating ideas, improving grammar, enhancing vocabulary, organizing essays,
and refining written outputs. UNESCO (2023) further emphasized that AI should be integrated
into education through a human-centered approach that promotes ethical use, critical thinking,
and meaningful learning rather than replacing human intelligence.

In higher education, Artificial Intelligence has become an essential academic resource that
enhances students' learning experiences. Many college students utilize AI applications to
brainstorm ideas, proofread written outputs, paraphrase texts, revise sentence structures, and
improve the overall quality of their academic writing. These technologies promote learning
efficiency by providing immediate feedback and personalized assistance. However, educational
institutions continue to encourage the responsible and ethical use of AI to ensure that
technology supports students' learning without compromising academic integrity or independent
thinking (Miao & Holmes, 2023).

Despite the educational benefits of Artificial Intelligence, researchers and educators have
expressed concerns regarding students' excessive dependence on AI-generated content. While
AI applications can improve productivity and writing efficiency, overreliance on these
technologies may reduce students' opportunities to develop independent writing competence,
creativity, originality, critical thinking, and academic integrity. Consequently, higher education
institutions continue to establish policies and instructional practices that encourage students to
utilize AI responsibly while strengthening their own writing abilities (Wang et al., 2023).

For Bachelor of Secondary Education major in English students, English writing competence is
a fundamental professional skill. As future English teachers, they are expected to demonstrate
proficiency in grammar, vocabulary, organization, coherence, spelling and punctuation, critical
thinking, and originality. These competencies enable future educators to communicate
effectively, produce quality academic work, and serve as competent language models for their
future learners. Although Artificial Intelligence provides valuable academic assistance, it should
function as a learning support tool that enhances students' writing development rather than
replacing their independent effort and professional growth.
At Negros Oriental State University, Third-Year Bachelor of Secondary Education major in
English students increasingly utilize Artificial Intelligence applications in accomplishing writing-
related academic requirements. Although these technologies offer convenience and immediate
academic support, limited local evidence exists regarding how the extent of AI utilization relates
to students' English writing skills. Examining this relationship is important because the findings
may provide valuable insights for students, faculty members, curriculum developers, and
university administrators in promoting responsible AI utilization while preserving academic
integrity, independent learning, and writing competence. Furthermore, the study may contribute
to the development of instructional strategies and institutional policies that encourage the ethical
integration of Artificial Intelligence into English language education.

Therefore, this study aims to determine the relationship between Artificial Intelligence (AI)
utilization and the English writing skills of Third-Year Bachelor of Secondary Education major in
English students at Negros Oriental State University. Specifically, it seeks to determine the
respondents' demographic profile, assess the extent of Artificial Intelligence utilization and the
level of English writing skills, and examine whether a significant relationship exists between AI
utilization and students' English writing skills. Ultimately, the findings of this study are expected
to contribute to the responsible and ethical integration of Artificial Intelligence into English
language education while strengthening students' independent writing competence and
supporting the continuous improvement of instructional practices in higher education.

STATEMENT OF THE PROBLEM

The primary purpose of this study is to determine the relationship between Artificial Intelligence
(AI) utilization and the English writing skills of Third-Year Bachelor of Secondary Education
major in English students at Negros Oriental State University. Specifically, this study seeks to
answer the following questions:

1. What is the profile of the respondents in terms of:

- Age;
- Sex; and
- Year level

2. What is the extent of Artificial Intelligence (AI) utilization among the respondents in terms of:

- Frequency of AI utilization;
- Average daily duration of AI utilization;
- Purpose of AI utilization; and
- What AI platforms are commonly utilized?
3. What is the level of the respondents' English writing skills in terms of:

- Grammar;
- Vocabulary;
- Organization;
- Coherence;
- Spelling and punctuation;
- Critical thinking; and
- Originality

4. Is there a significant relationship between the respondents' demographic profile and the
extent of Artificial Intelligence (AI) utilization?

5. Is there a significant relationship between the extent of Artificial Intelligence (AI) utilization
and the English writing skills of the respondents?

PROFILE, REALITY, IDEALS, AND SUGGESTIONS

Profile
- Age
- Sex
- Year level

Reality
- Third-Year Bachelor of Secondary Education major in English students frequently utilize
Artificial Intelligence tools for academic writing tasks.
- Students exhibit varying levels of English writing competence while using AI technologies.

Ideals

- Artificial Intelligence should serve as a learning support tool rather than replace students'
independent writing abilities.
- Students should utilize AI responsibly and ethically while continuously improving their
grammar, vocabulary, organization, coherence, critical thinking, and originality.

Suggestions

- Strengthen institutional policies that promote the ethical and responsible use of Artificial
Intelligence.
- Encourage instructional strategies that develop students' independent English writing
competence while integrating AI appropriately.
- Conduct seminars and training programs on responsible AI utilization in academic writing.
INFERENTIAL QUESTIONS

1. Is there a significant relationship between the respondents' demographic profile and the
extent of Artificial Intelligence (AI) utilization?

2. Is there a significant relationship between the extent of Artificial Intelligence (AI) utilization
and the English writing skills of the respondents?

HYPOTHESES

Null Hypotheses

H₀₁: There is no significant relationship between the respondents' demographic profile and the
extent of Artificial Intelligence (AI) utilization among Third-Year Bachelor of Secondary
Education major in English students at Negros Oriental State University.

H₀₂: There is no significant relationship between the extent of Artificial Intelligence (AI)
utilization and the English writing skills of Third-Year Bachelor of Secondary Education major in
English students at Negros Oriental State University.

Alternative Hypotheses

H₁₁: There is a significant relationship between the respondents' demographic profile and the
extent of Artificial Intelligence (AI) utilization among Third-Year Bachelor of Secondary
Education major in English students at Negros Oriental State University.

H₁₂: There is a significant relationship between the extent of Artificial Intelligence (AI) utilization
and the English writing skills of Third-Year Bachelor of Secondary Education major in English
students at Negros Oriental State University.

References (APA 7th Edition)

- Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research.
UNESCO.
- UNESCO. (2023). Guidance for generative AI in education and research. UNESCO.
- Wang, H., Dang, A., Wu, Z., & Mac, S. (2023). Generative AI in Higher Education: Seeing
ChatGPT Through Universities' Policies, Resources, and Guidelines. arXiv.