CHAPTER II

Conceptual Literature

ICT (Information and Communications Technology)

According to the Department of Information and Communications Technology (DICT)

(2021), Information and Communications Technology covers all sorts of tools, devices,

apps, and systems we use to gather, arrange, keep, share, and make sense of

information. This includes computers, laptops, phones, internet connections, and all

sorts of programs that help us talk to one another, get tasks done, and create our own

work. ICT is not just about the gadgets we hold or use. It is also about how all these

things connect together and how we can use them to make our work faster, easier, and

more accurate. In our schools here in the Philippines, ICT is one of the main Senior

High School strands under the K to 12 program. It teaches students how technology

works, how to handle different programs, how to fix simple problems, and how to use

digital resources the right way. For this study, ICT refers to the strand that Grade 12

students at PINHS belong to. These learners have been studying technology for quite

some time now. They are already familiar with how to use different digital tools, which

makes them well suited to try AI tools and use these to help with their research and

writing.

Skill Development in ICT

According to UNESCO (2023), developing skills in ICT is something that happens little

by little. It is the process of learning, practicing, and slowly getting better at using

technology over time. It is not just about knowing how to turn on a computer or open an

app. Having real skills means you can think clearly, arrange information properly, solve

problems step by step, make good choices, and share your ideas well using digital

tools. These abilities do not show up all at once. They grow through practice, through

good guidance from teachers, and by using tools that actually help you work better. Skill

development also means knowing which tool to use and how to use it responsibly so

you get the best result. In this research, this idea applies directly to how students

improve their writing skills as they use AI in their research. Some people might think that

ICT is only about computers and programming. But writing is actually a very important

part of it too. Even the most technical work still needs clear explanations, proper

reports, and organized documentation. When students use AI to improve their writing,

they are actually building up one of the most useful skills in their strand. This means that

using AI the right way can help them become not just better writers, but also more

capable and confident learners in ICT.

Artificial Intelligence (AI)

According to IBM (n.d.), Artificial Intelligence (AI) is a technology that enables

computers and machines to simulate human intelligence by performing tasks such as

learning, comprehension, problem-solving, decision-making, creativity, and autonomy.

AI-powered systems can recognize and identify objects, understand and respond to

human language, learn from new information and experiences, and provide

recommendations based on available data. In some applications, AI can also perform

tasks independently with minimal human intervention, making processes more efficient

and accurate. In recent years, the rapid development of generative AI has further

expanded the capabilities of artificial intelligence by enabling it to create original text,

images, videos, and other forms of content. These advancements are made possible

through underlying technologies such as machine learning (ML) and deep learning,

which allow AI systems to continuously improve their performance through data and

experience.

Related studies

According to Chattuchai and Sappapan (2024), Artificial Intelligence (AI)-driven reading-

to-writing activities can improve students' writing proficiency and AI literacy. Their study

focused on the role of AI-driven tools in enhancing writing and AI literacy through

reading-to-writing tasks. The study utilized a quasi-experimental mixed-method design

involving 40 Grade 10 students in a secondary school. During the four-week

intervention, students participated in learning activities in which an AI-driven tool

supported each stage of the instructional process, including text modeling, joint text

construction, and independent text construction. Discussions on the critical and ethical

use of AI were also incorporated to develop students' AI literacy. The quantitative

results showed a notable improvement in students' writing proficiency, while the

qualitative findings revealed positive perceptions of AI-driven tools. The study suggests

that integrating AI into EFL classrooms can promote writing development and digital

competence. It also recommends a balanced approach in which AI-driven tools

complement rather than replace human instruction.

According to Laredj and Mebarek (2024), the dynamic interaction between human

language and artificial intelligence tools reflects the changing relationship between

communication, technology, and education. Their study examined the interaction

between AI tools and human language and investigated their effects on the writing skills

of English as a Foreign Language (EFL) students. The participants included

undergraduate and master's students from the English Language Department at Ibn

Khaldoun University of Tiaret. The study utilized both qualitative and quantitative

approaches based on relevant literature and collected data. The findings revealed that

students demonstrated a combination of optimism and apprehension toward AI writing

assistants. While students recognized the potential of AI tools to improve writing

efficiency, writing quality, and overall linguistic performance, teachers also

acknowledged their advantages while emphasizing the importance of responsible use

and the development of critical thinking skills.

According to Puse Jr. and Villanueva-Manalo (2025), Artificial Intelligence productivity

tools have become increasingly useful in modern society, particularly for academic

purposes and research writing. Their study assessed the awareness, acceptance, and
utilization behavior of college and senior high school students regarding common AI

productivity tools used in research writing. The researchers adopted the Unified Theory

of Acceptance and Use of Technology (UTAUT) Model to examine the students'

perceptions and utilization of AI tools. The findings showed that the respondents' level

of acceptance had a mean score of 5.0, interpreted as somewhat acceptable, while their

utilization behavior had a mean score of 4.7, interpreted as somewhat utilizable. These

results may be associated with concerns about plagiarism and intellectual property

violations related to the use of AI in academic writing. Furthermore, the statistical results

from the T-test and ANOVA revealed that sex, age, and educational level did not

significantly influence the respondents' perceptions of AI acceptance and utilization.

According to Libao-Sacluti (2024), Artificial Intelligence can be effective in developing

the reading and speaking skills of selected senior high school learners. The study was

conducted among 106 senior high school students at Laguna Senior High School in

Santa Cruz, Laguna, during the Academic Year 2023–2024. It aimed to determine the

students' level of AI usage in terms of content, grammar, and organization, as well as

their reading skills in terms of fluency, accuracy, comprehension, and vocabulary. The

study also examined the significant effects of AI-assisted and automated intelligence on

students' reading and speaking skills and determined whether AI usage could predict

these skills. The study employed a quasi-experimental research design and convenient

sampling technique. Cumulative activities and survey questionnaires were used as the

primary data-gathering instruments. The data were analyzed using the mean, standard

deviation, and multiple regression analysis. The study highlights the potential of AI tools
in supporting the development of reading and speaking skills among senior high school

learners.

According to Libao-Sacluti (2024), the effectiveness of artificial intelligence and

automated intelligence can be examined through their influence on the language skills

of senior high school students. The study focused on selected learners from Laguna

Senior High School and investigated the use of AI in relation to content, grammar, and

organization. It also assessed students' reading skills based on fluency, accuracy,

comprehension, and vocabulary, as well as their speaking skills. The researcher utilized

a quasi-experimental design and convenient sampling technique involving 106 senior

high school students. Cumulative activities and survey questionnaires were used to

gather the necessary data, which were analyzed through mean, standard deviation, and

multiple regression analysis. The study sought to determine the significant effects of AI-

assisted and automated intelligence on reading and speaking skills and to identify

whether the extent of AI usage could serve as a significant predictor of these skills.

According to Laredj and Mebarek (2024), artificial intelligence tools have become

increasingly relevant in education because of their influence on human language and

communication. Their study investigated how AI writing assistants affect the writing

performance of English as a Foreign Language students at Ibn Khaldoun University of

Tiaret. The researchers selected undergraduate and master's students from the English

language department and used both qualitative and quantitative methods to collect and

analyze data. The findings showed that students had mixed perceptions of AI writing
assistants. They acknowledged that AI tools could help improve writing efficiency,

writing quality, and linguistic performance. However, concerns regarding the appropriate

use of AI were also observed. The study emphasized that teachers should guide

students in using AI responsibly while strengthening their critical thinking skills to ensure

that AI serves as a learning support rather than a replacement for students' own

abilities.

According to Puse Jr. and Villanueva-Manalo (2025), the use of AI productivity tools has

become significant among students because of their applications in academic tasks and

research writing. Their study examined the awareness, acceptance, and utilization

behavior of college and senior high school students toward commonly used AI

productivity tools. Using the UTAUT Model, the researchers investigated factors related

to students' acceptance and use of AI technology. The results indicated that the

students generally viewed AI tools as somewhat acceptable and somewhat utilizable.

However, the researchers identified concerns related to plagiarism and intellectual

property violations as possible challenges in using AI for academic writing. The study

further revealed that demographic variables such as sex, age, and educational level did

not significantly influence the respondents' acceptance and utilization of AI productivity

tools.

According to Libao-Sacluti (2024), the use of assisted and automated intelligence may

contribute to the improvement of reading and speaking skills among senior high school

learners. The study examined the effectiveness of AI usage in relation to students'

reading skills, including fluency, accuracy, comprehension, and vocabulary, as well as

their speaking skills. It involved 106 selected senior high school students from Laguna

Senior High School in Santa Cruz, Laguna. The researcher used a quasi-experimental

research design and convenient sampling technique, while cumulative activities and

survey questionnaires served as the main instruments for data collection. Mean,

standard deviation, and multiple regression analysis were used to analyze the data. The

study provides support for the potential role of AI in enhancing students' language skills

and determining the relationship between AI usage and students' reading and speaking

abilities.

According to Anabo (2025), Information and Communication Technology (ICT) and

Artificial Intelligence (AI) have an important role in modern education, particularly in

providing students with access to online learning resources and supporting e-learning

activities. The study discussed the role of AI in education, particularly in the TVL-ICT

strand, where technology can help students access information and develop skills

related to computer systems. AI provides opportunities for students to obtain updated

and relevant information and participate in flexible and engaging learning activities. It

also promotes communication and collaboration among students, teachers, and

professional experts. However, the study emphasized that technology should be used

constructively and responsibly, with critical thinking remaining an essential skill. The

effective integration of AI in education also depends on teachers' beliefs, attitudes, and

experiences regarding the usefulness of ICT and AI technologies.

According to Alharbi (2022), Artificial Intelligence-powered writing tools can positively

influence the academic writing skills of English as a Foreign Language (EFL) students.

The study examined the effects of AI-powered writing tools on students' academic

writing performance and found that AI significantly improved their grammar, writing

accuracy, and confidence in producing academic essays. Students also valued the

instant feedback and personalized writing suggestions provided by AI tools. These

features allowed students to identify and improve weaknesses in their writing. The study

concluded that AI can effectively support language learning and academic writing

development when used responsibly. This suggests that AI tools can serve as useful

learning assistants that help students improve their writing abilities while still requiring

appropriate guidance and responsible use.

According to Reyes et al. (2026), senior high school students mostly use AI tools as a

helpful guide and extra support rather than letting the technology replace their own work

completely. It brings clear and useful benefits such as helping them come up with fresh

ideas, correcting spelling and grammar errors, and arranging their sentences in a

smoother and more logical order. Most importantly, it allows them to improve the overall

quality of their research paper while still keeping their own original thoughts, personal

style, and unique understanding of the topic.

According to Deep & Chen (2025), AI writing tools give fast and easy-to-understand

feedback on how clear their message is and how well their ideas are organized. Aside

from fixing grammar and structure, these tools also help students strengthen their
arguments and explain their reasons more logically. This helps students express their

thoughts more smoothly, practice and learn writing skills on their own at their own pace,

and makes the whole process of drafting, editing, and finishing research papers feel

much less difficult and less time-consuming. It also reduces the mental effort needed for

writing, so learners can focus more on understanding their topic deeply.

According to Aljuaid (2024), AI is very useful for fixing grammar mistakes, improving the

formal tone of writing, and following the proper structure and format required for

academic research. It helps make their written work look neat, consistent, and

professional, so students do not need to worry too much about small errors and can

focus more on sharing their own analysis and deep understanding of their chosen topic.

While AI helps with these surface improvements, it works best when paired with

guidance that teaches students how to think critically and form their own conclusions.

According to Xu (2026), AI tools are most often used to make written content easier to

read and to correct language mistakes. They are especially helpful for students who are

still learning academic English, as they provide suggestions on how to phrase ideas

more clearly and appropriately for school requirements.

According to Floris & Renandya (2025), AI can support students in every important part

of writing research: from making a clear outline at the start, explaining difficult technical
terms, organizing references properly, to polishing the final draft before submission. It

guides students step by step so they can produce complete, well-structured, and easy-

to-follow research work even when they face new or hard topics. However, they also

note that students still need to check all suggestions carefully and keep their own

original ideas at the center of their work.

According to Valdez et al. (2025), using AI tools brings clear improvements in writing

skills, especially in correct grammar usage, proper sentence structure, right punctuation,

and better choice of words that fit the topic. It also helps connect one idea to the next

smoothly so that readers can easily follow what the students want to explain and

understand the main point of their work.

According to Dingal et al. (2024), when students learn how to use AI the right way and

do not just copy what it says, it greatly lifts the overall quality of their writing. It helps

them produce work that is more organized, follows formal standards, and meets the

requirements set for senior high school research projects. Students who understand

how AI works and know its limits tend to get the most benefit from these tools.

According to Dagangon et al. (2025), using AI as a proper support tool helps students

create better and more effective research papers. It makes their explanations clearer,
their main points stronger, and ensures that their work covers all the important details

needed to make their study complete and reliable.

According to this national survey, 83% of Filipino students have used generative AI for

learning purposes, and 75% use it specifically for writing assistance and paraphrasing.

The report notes that AI adoption is highest among younger learners, though educators

remain divided on its ethical use and reliability. The study highlights that AI is already

deeply embedded in how Filipino students approach academic work, making it timely to

establish clear guidelines for responsible use.

According to Bucu et al. (2026), AI works like a ready helper that students can use

whenever they need extra guidance or get stuck while writing. It gives them more

confidence to express their ideas freely and helps them arrange their formal research so

it is easier to read and understand by teachers and other readers. They also add that

using AI often does not automatically make one a better writer; improvement still

depends on how well students apply what they learn and practice writing on their own.

According to Chen, Chen, and Lin (2020), Artificial Intelligence (AI) has become an

important innovation in education because it provides personalized learning

experiences and immediate feedback to students. AI-powered educational tools help

learners improve their grammar, vocabulary, sentence structure, and organization of

ideas. The authors explained that AI supports students by making learning more

efficient and allowing them to practice independently while receiving instant corrections.

These findings are related to the present study because AI writing tools can help Grade

12 ICT students at Pinagkawitan Integrated National High School enhance their writing

skills and produce better-quality written outputs.

According to Kasneci et al. (2023), generative AI tools such as ChatGPT can help

students improve their writing by providing suggestions on grammar, vocabulary,

sentence structure, and idea organization. These tools also encourage learners to

revise and edit their work, making the writing process more efficient. The researchers

emphasized that AI should be used as a learning support tool that enhances students'

writing abilities and critical thinking. This supports the present study because AI can

help Grade 12 ICT students improve their writing skills and produce better academic

outputs.

According to Zawacki-Richter et al. (2019), Artificial Intelligence has become

increasingly useful in education because it supports personalized learning, automated

assessment, and intelligent tutoring systems. The researchers found that AI applications

improve students' learning experiences by providing immediate feedback and

encouraging independent learning. These findings are relevant to the present study

because AI writing tools may help Grade 12 ICT students strengthen their writing skills

and complete academic tasks more effectively.

According to Tlili et al. (2023), generative Artificial Intelligence has created new

opportunities for students by helping them perform academic tasks more efficiently. AI

tools assist learners in generating ideas, correcting grammar, and organizing written

content, making the writing process easier and more engaging. The researchers also

stated that proper guidance from teachers is important to ensure the responsible use of

AI. These findings are connected to the present study because AI can support Grade 12

ICT students in improving their writing skills while promoting responsible use of

technology.

According to Crompton and Burke (2023), Artificial Intelligence has transformed

education by providing intelligent tools that support students in improving their academic

performance. AI writing applications help learners enhance grammar, vocabulary,

sentence structure, and organization of ideas through immediate feedback. The

researchers concluded that AI can increase students' confidence and writing ability

when used appropriately. This finding supports the present study because Grade 12

ICT students may benefit from AI in developing stronger writing skills.

According to Bond et al. (2024), generative Artificial Intelligence has become an

effective educational tool that helps students perform academic tasks, particularly

writing activities. AI writing tools provide suggestions for grammar, vocabulary, sentence

construction, and idea organization, allowing students to improve the quality of their
written work. The researchers also emphasized that AI should be used responsibly to

support learning rather than replace students' critical thinking. These findings are

relevant to the present study because AI can help Grade 12 ICT students enhance their

writing skills and academic performance.

According to Holmes et al. (2022), Artificial Intelligence supports personalized learning

by adapting educational content based on students' learning needs and abilities. AI-

powered tools provide immediate feedback that helps learners identify their weaknesses

and improve their academic performance. The authors explained that AI enhances

students' learning experiences by making learning more interactive and efficient. This

supports the present study because Grade 12 ICT students can use AI to improve their

writing skills through continuous practice and feedback.

According to Ng et al. (2021), AI literacy is becoming an essential skill for students

because it enables them to understand and use AI technologies effectively in learning.

The researchers explained that AI tools can improve students' digital skills, problem-

solving abilities, and writing performance through intelligent feedback and continuous

learning support. These findings are related to the present study because ICT students

need AI literacy to maximize the benefits of AI writing tools.

According to Dwivedi et al. (2023), generative Artificial Intelligence encourages students

to become more engaged in academic activities by providing quick and personalized

assistance. AI writing tools help learners generate ideas, improve sentence structure,

and revise their written outputs more efficiently. The researchers concluded that AI

increases students' motivation to learn ---when used with proper teacher guidance. This

finding supports the present study because motivated learners are more likely to

develop stronger writing skills through AI-assisted learning.

According to Ranalli (2021), technology-assisted writing tools help students improve

their writing performance by providing immediate corrections and useful suggestions

throughout the writing process. These tools encourage learners to revise their work,

resulting in better grammar, coherence, and organization of ideas. The author

emphasized that continuous feedback plays an important role in developing students'

confidence and writing ability. This supports the present study because AI writing tools

can help Grade 12 ICT students produce clearer, more organized, and higher-quality

written outputs.

According to Li & Huang (2021), AI tools like Grammarly help improve students’ writing

skills. Their study found that AI fixes grammar, spelling, punctuation, and sentence

structure. It also gives quick feedback so students can revise their work faster and

produce better academic writing. Still, they reminded that AI should only be used as a

support tool, not a replacement for students’ own writing.

According to Luo & Hyland (2019), AI-generated feedback helps students improve their

writing performance. Results showed that students got better at grammar, organizing

ideas, and making their points clear. AI also provided instant suggestions that made

revising easier. The study concluded that AI works best when paired with proper

guidance from teachers.

According to Susser & Hill (2020), AI tools like Grammarly support language learning

well. They found that AI improves grammar, vocabulary, and writing flow, especially for

students still learning English. Students also felt more confident writing because they

received immediate help. The researchers suggested using AI together with regular

class lessons for the best results.

According to Park (2021), there is a need to balance AI help and students’ own work.

The study found that AI helps spot mistakes fast, but relying on it too much can weaken

students’ ability to edit their own work and think critically. The researcher recommended

that teachers guide students to use AI wisely.

According to Alharbi (2022), AI tools greatly help students learning English as a foreign

language. Results showed that AI improved their grammar accuracy and made them

more confident in writing essays. Students liked the quick and personalized tips from AI.

The study concluded that AI is a useful tool when used responsibly.

According to García & Kim (2022), AI-assisted writing has both good benefits and

challenges. They explained that AI makes written work better, but too much use can
lower creativity and critical thinking. Students should not just accept AI suggestions

blindly — they need to think if these fit their own ideas.

According to Johnson & Wang (2020), AI writing tools have evolved a lot over time.

They started as simple grammar checkers and now help organize thoughts and develop

deeper thinking skills. The study said AI should complement teachers, not replace them,

and serve as extra support for learning.

According to Yang & Dai (2023), relying too much on AI writing tools is not good. While

AI improves grammar and accuracy, overuse can weaken students’ editing skills and

critical thinking. They emphasized balancing AI help with regular independent writing

practice.

According to Llegado, Rubio, & Ilustre (2025), AI tools like ChatGPT, Grammarly, and

QuillBot help Senior High students write research papers. These tools fix grammar,

organize ideas, and format citations correctly. However, they also warned of risks like

over-dependence, less original thinking, and plagiarism. Proper guidance and rules are

needed to use AI well.

According to Perkasa, Akyuningrum, & Sadiyah (2025), AI improves grammar,

vocabulary, organization, and student motivation in writing. But it does not help much

with deep thinking or building strong arguments. They also reminded students to watch

out for plagiarism and use AI along with feedback from teachers.
According to Kasneci et al. (2023), AI tools help improve student writing by generating

ideas, fixing grammar, and organizing written content. This helps learners overcome

writer’s block and structure academic arguments more clearly. The study stresses

critical thinking and responsible use — AI should serve as a learning aid, not replace

the student’s own effort.

According to Munaye et al. (2025), AI boosts writing, learning, and research efficiency.

By handling repetitive tasks automatically, it lets students and researchers focus more

on deep analysis. The authors advise schools to set clear ethical rules to prevent over-

reliance, so students keep their problem-solving skills and academic standards intact.

According to Sok & Heng (2024), AI tools speed up research work, help brainstorm

ideas, and improve grammar and phrasing. They greatly cut down time spent sorting

through references and making initial drafts. The study recommends combining AI use

with proper teacher guidance to keep learning structured and effective.

According to Islam & Islam (2024), AI strengthens academic writing by making content

clearer, better organized, and more accurate in language. This is especially helpful for

students who are not native English speakers aiming for good academic standards.

However, it warns strongly against plagiarism and too much dependence on AI, which

can weaken personal writing voice and real skill growth.

According to Yan et al. (2023), AI supports many classroom needs like giving writing

feedback, evaluating essays, and generating content. It also eases teachers’ workload

by grading written work quickly and consistently. The study emphasizes human-

centered use so AI supports rather than replaces student-teacher interaction.

According to Xu et al. (2024), AI effectively aids personalized learning, academic

writing, tutoring, and research. It adjusts to each student’s learning pace and gives

activities suited to their skill level. It also addresses concerns about bias, privacy, and

honesty in schoolwork, encouraging safe and fair use of these tools.

According to Gan et al. (2023), AI improves writing skills through personalized feedback

and learning support. It lets students spot mistakes in structure and style right away

while drafting. The study suggests using AI alongside traditional learning methods to

keep foundational skills like manual writing and outlining strong.

According to Vajjala et al. (2025), AI helps develop writing, reading, speaking, and

tutoring skills. Its interactive conversation practice is especially useful for learning new

languages quickly. The authors conclude that AI should only assist students, keeping

independent thinking and creativity as the main focus.

According to García-López & Gonzáles (2025), AI improves learning through

personalized support and virtual tutoring that fits different student needs. It can help

learners who struggle to catch up and improve their school performance. It also notes

big challenges in ethics, privacy, data accuracy, and proper classroom rollout that

schools must carefully manage.

According to Luo & Zhan (2026), feedback from AI clearly improves students’ English

writing ability. Results show better grammar mastery and wider vocabulary among

students from different backgrounds. The best outcomes happen when AI feedback is

paired with teacher input, proving that combining both methods works most effectively.

According to Warschauer & Grimes (2018), automated writing tools greatly help

students improve their writing skills. These tools give corrections on grammar, spelling,

and sentence structure, so students can easily spot and fix their mistakes. The study

also noted that students become more independent, as they can edit their own work

without always needing help from teachers.

According to Holmes et al. (2019), AI supports personalized learning. AI tools adjust to

match each student’s level and ability. For writing, students get suggestions that fit their

specific needs, helping them improve faster. The study shows that AI makes learning

more flexible and effective for students.

According to Smith (2020), AI tools give clear benefits to students’ grammar skills.

Findings show that students who use AI perform better in grammar tests. The tools give

instant corrections that teach students proper sentence construction, making them more

confident in their writing.

According to Johnson (2021), AI is very helpful for generating ideas when writing. Many

students struggle to start essays, but AI gives useful suggestions that guide them along.

This makes writing easier and less stressful, and helps boost students’ creativity and

flow of ideas.

According to Brown (2022), AI tools help improve students’ vocabulary. They suggest

better words and phrases to make writing clearer. Students learn new words as they

edit their work, which also improves their overall communication skills.

According to Garcia (2021), AI guides students in organizing their academic writing

properly. It helps arrange ideas into a clear introduction, body, and conclusion. This

makes written work more structured and easier to understand.

According to Lee (2023), using AI tools makes writing faster and more time-efficient.

Editing and revising are quicker because feedback is given right away. Students can

finish tasks sooner and spend more time understanding their topic well.
According to Cruz (2022), instant feedback from AI helps students learn faster. Instead

of waiting a long time for teacher comments, they can correct mistakes immediately.

This leads to steady and continuous improvement in their work.

According to Santos (2023), students gain more confidence in writing when using AI

tools. The guidance and corrections they receive make them feel more sure of their

work. The study adds that having confidence is a key part of getting better at writing.

According to Reyes (2024), AI tools are very useful for ICT students when doing

research writing. Since they are already familiar with technology, they can easily use

these tools to organize ideas, fix grammar, and produce better research papers. The

study concludes that AI gives great support to their academic performance.

Synthesis

According to Chattuchai and Sappapan (2024), AI-driven reading-to-writing activities

improve students' writing proficiency and AI literacy through guided writing tasks and

ethical AI use. Students also developed positive attitudes toward AI as a learning tool.

This matches our research because it shows how AI can help Grade 12 ICT students at

PINHS improve their writing skills while using AI responsibly.

According to Laredj and Mebarek (2024), AI writing assistants improve writing

efficiency, writing quality, and overall language performance. They also emphasized

that AI should be used responsibly while developing students' critical thinking skills. This
connects to our study because it shows how AI can support Grade 12 ICT students in

improving their writing while encouraging ethical use of technology.

According to Puse Jr. and Villanueva-Manalo (2025), AI productivity tools are useful in

research writing and are generally accepted by students for academic purposes.

However, responsible use is necessary to avoid plagiarism and intellectual property

concerns. This relates to our research because it highlights how Grade 12 ICT students

at PINHS can benefit from AI while practicing ethical research writing.

According to Libao-Sacluti (2024), AI enhances students' language abilities by

improving content, grammar, and organization. It also helps develop reading and

speaking skills through AI-assisted learning activities. This matches our study because

it shows how AI can strengthen the writing skills of Grade 12 ICT students.

According to Libao-Sacluti (2024), AI-assisted instruction positively affects students'

reading and speaking performance through well-organized learning activities. It also

encourages the development of communication skills. This connects to our study

because strong language skills can contribute to better writing performance among

Grade 12 ICT students.

According to Laredj and Mebarek (2024), students have positive perceptions of AI

writing tools because they make writing easier and improve language performance.

Teachers also support the use of AI when it is applied responsibly. This relates to our
research because it demonstrates how AI can improve the writing abilities of Grade 12

ICT students while promoting responsible use.

According to Puse Jr. and Villanueva-Manalo (2025), students show a positive level of

acceptance and utilization of AI productivity tools for research writing. The study also

found that age, sex, and educational level do not significantly affect students' use of AI.

This matches our study because it shows that AI can be a useful writing tool for Grade

12 ICT students regardless of their background.

According to Libao-Sacluti (2024), AI can effectively support students' learning by

improving their grammar, organization, and communication skills. The use of AI also

contributes to better academic performance. This connects to our study because it

highlights the role of AI in enhancing the research writing skills of Grade 12 ICT

students.

According to Anabo (2025), AI and Information and Communication Technology (ICT)

improve students' learning experiences by providing access to online resources,

interactive learning, and better educational performance. AI also supports collaboration

and critical thinking when integrated effectively into the classroom. This relates to our

research because it shows how AI can help Grade 12 ICT students at PINHS improve

their research writing through technology-enhanced learning.

According to Alharbi (2022), artificial intelligence improves students' academic writing

skills by enhancing grammar, writing accuracy, and confidence through instant feedback

and personalized writing suggestions. Students also viewed AI as a helpful tool for

producing better academic essays. This relates to our research because it shows how

AI can help Grade 12 ICT students at PINHS improve their research writing skills while

using AI as a supportive learning tool.

According to Reyes et al. (2026), students mostly use AI as helpful support, not to

replace their own work. It helps come up with ideas, fix grammar and spelling, and

arrange sentences better while keeping their own original thoughts and style. This

directly supports our study because it shows how Grade 12 ICT students at PINHS can

gain benefits from using AI to improve their research writing, while still being the ones

who create and own their work.

According to Deep and Chen (2025), AI gives quick feedback, corrects writing mistakes,

and makes drafting and editing much easier. It saves students time and effort so they

can focus more on understanding their topic deeply instead of getting stuck on small

errors. This connects to our study because we also want to see how AI helps ICT

students focus more on their actual research ideas and content.

According to Aljuaid (2024), AI helps make writing more formal, neat, and properly

formatted for school requirements. It handles the technical side so students can focus

more on sharing their own analysis and understanding but works best when they still
think critically and form their own conclusions. This supports our study because it

highlights the benefit of using AI to manage writing standards, allowing Grade 12

learners to focus more on developing their own content and original analysis.

According to Xu (2026), AI is mostly used to make writing clearer, easier to read, and

correct language mistakes. It is especially helpful for students who are still getting used

to formal academic writing style. This is highly relevant to our study because it shows

that AI benefits Grade 12 ICT students by helping them express their technical topics

properly and use the correct formal tone required in research writing.

According to Floris and Renandya (2025), AI guides students through almost every part

of writing research from making outlines, explaining hard terms, listing references, to

fixing the final draft. Even so, students still need to check suggestions and keep their

own ideas first. This support our study because it shows how AI can help Grade 12 ICT

students at PINHS develop their writing skills step-by-step while doing their research,

According to Valdez et al. (2025), AI really improves grammar, sentence structure, word

choice, and how smoothly ideas connect together. It helps readers easily understand

what the writer wants to say. This relates perfectly to our study because these are

exactly the writing benefits, clear ideas, correct grammar, and good flow that we aim to

observe and measure among Grade 12 ICT students when using AI.

According to Dingal et al. (2024), if students use AI properly and do not just copy

everything it says, it greatly improves the quality, organization, and standards of their
written work. Students who understand how AI works and its limits get the most real

benefit from it. This supports our study because it confirms that AI offers advantages

that help develop writing skills.

According to Dagangon et al. (2025), using AI as a support tool helps make

explanations clearer, main points stronger, and research papers more complete and

reliable. It improves the whole quality of writing, not just fixes small mistakes. This

directly supports our study because it shows the valuable benefits of using AI, and we

aim to verify that these same positive improvements in writing quality can be

experienced by Grade 12 ICT students at PINHS when they use AI for their research

work.

According to ASEAN Foundation and Philippine Star (2026), this national survey shows

that 75% of Filipino students already use AI to help with writing and schoolwork, proving

it is already very common among learners today. It also says we need clear guidelines

so students use it correctly. This directly supports our study because it confirms that AI

is already used as a helpful tool makes our research very relevant and necessary to

properly understand its actual benefits and establish good ways to use it for improving

writing skills.

According to Bucu et al. (2026), AI works like a helpful buddy that makes writing easier

and gives students more confidence to share their ideas. But most importantly, it does

not automatically make you a better writer. Real improvement still comes from practicing
and doing your own work. This supports our study because it clarifies that AI provides

benefits and assistance

The study of Warschauer and Grimes (2018) showed that automated writing tools help

students improve their grammar, spelling, and sentence structure through immediate

corrections. The findings suggest that these tools promote independent learning by

allowing students to revise their work without constantly relying on teachers. In relation

to the present study, AI writing tools may help Grade 12 ICT students develop better

writing skills and become more confident and independent writers.

Holmes et al. (2019) emphasized that AI supports personalized learning by adapting to

the individual needs and abilities of students. The study found that tailored suggestions

enable learners to improve their writing more effectively. These findings imply that AI

can provide meaningful support in developing students' writing competencies. This

supports the present study by demonstrating how AI can help Grade 12 ICT students

enhance their writing performance through personalized feedback.

Smith (2020) found that AI tools significantly improve students' grammar skills by

providing instant corrections and teaching proper sentence construction. The study

suggests that immediate feedback contributes to better writing performance and

increased confidence among learners. In connection with the present study, AI writing
tools may assist Grade 12 ICT students in mastering grammar and producing more

accurate written outputs.

Johnson (2021) highlighted the role of AI in helping students generate ideas during the

writing process. By offering useful suggestions, AI reduces the difficulty of starting

essays and encourages creativity. These findings indicate that AI can make writing

more manageable and enjoyable for students. This supports the present study by

showing that AI may help Grade 12 ICT students develop ideas more effectively when

completing academic writing tasks.

According to Brown (2022), AI tools improve students' vocabulary by suggesting

appropriate words and phrases that enhance clarity and communication. The study

demonstrates that students can expand their vocabulary while revising their written

work. These findings are relevant to the present study because they show how AI

writing tools can help Grade 12 ICT students strengthen their vocabulary and improve

the quality of their academic writing.

Garcia (2021) explained that AI assists students in organizing their academic papers by

structuring ideas into clear and logical sections. Proper organization contributes to more

coherent and understandable written outputs. The findings suggest that AI can serve as

an effective writing aid for students. In relation to the present study, AI writing tools may
help Grade 12 ICT students create well-organized and academically appropriate written

works.

Lee (2023) found that AI tools improve students' time management by making the

writing and editing process more efficient. Instant feedback enables learners to revise

their work quickly and focus more on understanding the subject matter. These findings

suggest that AI can increase productivity in academic writing. This supports the present

study by demonstrating that AI may help Grade 12 ICT students complete writing tasks

more effectively and efficiently.

Cruz (2022) emphasized that instant feedback provided by AI promotes continuous

learning and improvement among students. Immediate corrections allow learners to

identify and address their mistakes without delay. The study suggests that consistent

feedback plays an important role in developing writing skills. In connection with the

present study, AI writing tools may support Grade 12 ICT students in improving their

writing abilities through ongoing practice and timely guidance.

Santos (2023) highlighted that AI tools contribute to students' confidence in writing by

providing guidance and constructive corrections. The study found that confident

learners are more willing to express their ideas and engage in writing activities. These

findings indicate that AI can positively influence students' attitudes toward writing. This
supports the present study because AI writing tools may help Grade 12 ICT students

become more confident and competent in producing academic outputs.

Reyes (2024) concluded that AI tools are particularly beneficial for ICT students in

research writing due to their familiarity with technology. AI assists them in organizing

ideas, correcting grammatical errors, and producing higher-quality research papers. The

findings suggest that AI has the potential to enhance both writing skills and academic

performance. In relation to the present study, AI writing tools may provide Grade 12 ICT

students with valuable support in developing their research writing abilities and

achieving better academic outcomes.

According to Li and Huang (2021), AI writing tools such as Grammarly help improve

students' writing by correcting grammar, spelling, punctuation, and sentence structure

while providing immediate feedback. This relates to our study because it shows how AI

can help Grade 12 ICT students at Pinagkawitan Integrated National High School

(PINHS) improve the quality of their research writing.

According to Luo and Hyland (2019), AI-generated feedback helps students improve

grammar, organization, and clarity in writing through instant suggestions. This connects

to our study because it demonstrates how AI can support Grade 12 ICT students in

developing better writing skills.

According to Susser and Hill (2020), AI writing tools improve grammar, vocabulary, and

writing fluency while increasing students' confidence in writing. This supports our study

because it highlights the positive role of AI in enhancing students' writing performance.

According to Park (2021), AI can quickly identify writing errors, but excessive

dependence on it may reduce students' critical thinking and independent editing skills.

This relates to our study because it emphasizes the importance of using AI responsibly

while developing students' independent writing abilities.

According to Alharbi (2022), AI writing tools improve grammar accuracy and increase

students' confidence in writing by providing personalized feedback. This connects to our

study because it shows how AI can help Grade 12 ICT students produce more accurate

and well-written research papers.

According to García and Kim (2022), AI-assisted writing improves the quality of written

work but may reduce creativity and critical thinking if students rely on it too much. This

supports our study because it presents both the benefits and possible challenges of

using AI in academic writing.

According to Johnson and Wang (2020), AI writing tools have evolved from simple

grammar checkers into learning tools that help students organize ideas and improve

writing. This relates to our study because it demonstrates how AI can serve as an

additional learning resource for Grade 12 ICT students.

According to Yang and Dai (2023), AI writing tools improve grammar and writing

accuracy, but overreliance on them may weaken students' editing skills and critical

thinking. This connects to our study because it highlights the importance of balancing AI

assistance with independent writing practice.

According to Llegado, Rubio, and Ilustre (2025), AI tools such as ChatGPT, Grammarly,

and QuillBot help Senior High School students improve grammar, organize ideas, and

format citations, but they also present risks such as plagiarism and overdependence.

This supports our study because it explains both the advantages and challenges of AI

use in research writing among Grade 12 ICT students.

According to Perkasa, Akyuningrum, and Sadiyah (2025), AI improves grammar,

vocabulary, organization, and students' motivation in writing, although it has limited

impact on developing higher-order thinking skills. This relates to our study because it

shows that AI can improve research writing skills when combined with teacher guidance

and independent learning.

The study of Vajjala et al. (2025) showed that advanced natural language processing

systems build language capabilities across reading, speaking, and writing through

interactive conversational prompts. The findings suggest that this technology is

designed to assist rather than override independent critical thinking, leaving individual

human creativity at the forefront of the work. In relation to the present study, AI tools
may help Grade 12 ICT students use conversational AI to polish their expressions while

preserving their own original creative ideas.

García-López et al. (2025) emphasized that custom virtual tutoring programs optimize

student outcomes through individualized assistance, which actively helps historically

marginalized learners fill educational performance gaps. The study underlined that

utilizing these platforms successfully requires deep institutional policy planning to

handle data quality and operational classroom hurdles. This supports the present study

by proving that clear institutional rules are necessary as Grade 12 ICT students

incorporate AI into their research routines at school.

Luo and Zhan (2026) found that structured data proves AI-generated feedback triggers

measurable gains in English writing performance, specifically upgrading student

vocabulary choice and overall sentence mechanics. The study suggests that it produces

the most meaningful academic results when intentionally blended with regular human

teacher evaluations in a mixed-method instructional setup. In connection with the

present study, a combined approach may enable Grade 12 ICT students to develop

genuine writing skills using AI as a helper rather than a replacement.

Kasneci et al. (2023) highlighted the role of AI tools as highly effective writing assistants

that help students generate fresh ideas, correct syntax and grammar errors, and

systematically organize structural content. The findings indicate that utilizing technology

responsibly acts as an intellectual aid to conquer writer’s block while maintaining

students' independent cognitive efforts. This supports the present study by showing that

AI works best as a supportive assistant for Senior High School learners, just like the

Grade 12 ICT students here at PINHS.

According to Munaye et al. (2025), implementing AI-driven automated applications

directly enhances learning, drafting, and research efficiency by effortlessly handling

repetitive academic tasks. The study demonstrates that this digital support minimizes

administrative fatigue, allowing student researchers to focus heavily on analyzing

deeper arguments rather than minor technical details. These findings are relevant to the

present study because they show how AI can help Grade 12 ICT students streamline

their tedious research workflows to focus more on their actual tech concepts.

Sok and Heng (2024) explained that utilizing artificial intelligence accelerates data

sorting, helps brainstorm preliminary research concepts, and simplifies outline creation.

The findings suggest that the true benefit of these interactive assistants is unlocked

when combined with active instructional management from teachers. In relation to the

present study, AI writing tools may help Grade 12 ICT learners at PINHS build structural

research frameworks while strictly adhering to real classroom boundaries.

Islam and Islam (2024) found that AI writing tools improve clarity, language accuracy,

and text flow, making it significantly easier for students to refine complex academic

prose. The authors firmly caution against plagiarism and overdependence to ensure that

the student's unique individual perspective remains completely intact. This supports the
present study because Grade 12 ICT students often struggle with advanced academic

phrasing and need guidance explaining technical topics while keeping their own voice.

Yan et al. (2023) emphasized that educational systems can dynamically integrate AI

models for automated essay evaluations, instant textual feedback, and diverse content

generation tasks. The study highlights that maximizing these benefits relies on human-

centered deployment, ensuring that software strengthens rather than overrides the

fundamental student-teacher partnership. In connection with the present study, AI

platforms may support Grade 12 ICT students step-by-step while maintaining active

human guidance from their research teachers.

Xu et al. (2024) highlighted that AI effectively optimizes personalized learning,

interactive tutoring, and research pacing by modifying exercises to match specific

student skill levels. The study found that while accommodating individual student needs,

schools must actively manage issues relating to algorithmic bias, data privacy, and

academic standards. This supports the present study because it explores these

personalized advantages while tracking how Grade 12 ICT students navigate academic

integrity.

Gan et al. (2023) concluded that real-time diagnostic feedback and smart learning tools

boost writing proficiency by pinpointing systemic structural and stylistic flaws

immediately within student compositions. The findings suggest balancing interactive

technology with traditional learning habits to protect fundamental manual skills. In

relation to the present study, using AI the right way may help Grade 12 ICT students

develop overall research writing quality while keeping standard drafting practices alive.

According to Warschauer and Grimes (2018), automated writing tools help improve

grammar, spelling, and sentence structure by allowing students to easily identify and

correct their mistakes. It also encourages independence since they can revise their

work without always depending on teachers. This matches our research because it

shows how AI can help Grade 12 ICT students at PINHS become more confident and

self-reliant in writing.

According to Holmes et al. (2019), AI supports personalized learning by adjusting to

each student’s level and ability. It gives suggestions based on their needs, helping them

improve faster. This connects to our study because it shows how AI can adapt to Grade

12 ICT students and support their individual writing development.

According to Smith (2020), AI tools improve grammar skills through instant corrections

that teach proper sentence construction. Students who use AI perform better and gain

confidence in writing. This relates to our research because it highlights how AI can help

ICT students improve their writing accuracy.

According to Johnson (2021), AI helps students generate ideas, especially when they

have difficulty starting their writing. It provides suggestions that make writing easier and
less stressful. This is relevant to our study because it shows how AI can support ICT

students in developing ideas for their research.

According to Brown (2022), AI enhances vocabulary by suggesting better words and

phrases to make writing clearer. Students also learn new terms while editing their work.

This connects to our study because it helps improve the word choice and

communication skills of Grade 12 ICT students.

According to Garcia (2021), AI helps organize writing by guiding students in structuring

ideas into introduction, body, and conclusion. This makes their work clearer and more

understandable. This relates to our research because it supports better organization in

students’ research papers.

According to Lee (2023), AI makes writing faster and more efficient by giving immediate

feedback during editing and revision. Students can finish tasks quickly and focus more

on understanding their topic. This matches our study because it shows how AI helps

ICT students manage their time.

According to Cruz (2022), instant feedback from AI allows students to correct mistakes

immediately, leading to faster learning and continuous improvement. This connects to

our research because it helps ICT students improve their writing step-by-step.
According to Santos (2023), students gain more confidence in writing through AI

guidance and corrections. Confidence is important in improving writing skills. This

relates to our study because it shows how AI can help ICT students express their ideas

better.

According to Reyes (2024), AI tools are very useful for ICT students in research writing

since they are familiar with technology. It helps organize ideas, fix grammar, and

produce better research outputs. This directly supports our study because it shows how

Grade 12 ICT students at PINHS can benefit from AI in improving their research writing.

Theoretical Framework

This study is anchored on the Technology Acceptance Model (TAM) developed by

Davis (1989) and the Constructivist Learning Theory proposed by Jean Piaget. These

theories explain how the use of Artificial Intelligence (AI) can influence students'

learning experiences and contribute to the development of their writing skills.

According to the Technology Acceptance Model (TAM), individuals are more likely to

use a technology if they perceive it as useful and easy to use. In the context of this

study, Grade 12 ICT students at Pinagkawitan Integrated National High School (PINHS)

may adopt AI tools in conducting research because these tools assist them in
generating ideas, improving grammar and spelling, organizing content, and enhancing

the overall quality of their written outputs. As students recognize the benefits and

accessibility of AI, they become more inclined to integrate it into their academic tasks.

Furthermore, the Constructivist Learning Theory emphasizes that learning occurs when

individuals actively construct knowledge through experience and interaction. AI serves

as an educational tool that enables students to engage in independent learning, critical

thinking, and self-assessment. Through continuous use of AI in research, students are

provided opportunities to refine their writing abilities and develop a deeper

understanding of the writing process.

Therefore, this study posits that the utilization of AI in research significantly contributes

to the writing skills development of Grade 12 ICT students at PINHS. The theories

mentioned provide a strong foundation in explaining how AI influences students' writing

skills in terms of clarity of ideas, grammar and spelling, organization of content, and

overall quality of written work.

Conceptual Paradigm

The first box shows the input. It includes assessments of respondents in terms of

frequency of AI tool usage in research among Grade 12 ICT students. It also covers the

relationship between AI use in research and the students’ writing skills measured in

terms of clear ideas, correct spelling and grammar, good flow of content, and quality of
written work. It further includes the challenges that students encounter when using AI

for research writing.

The second box indicates the process. The researchers will gather data using a

survey-questionnaire approach. A structured questionnaire will be administered to the

selected Grade 12 ICT student-respondents of PINHS. The gathered data will then be

tallied, analyzed, and interpreted to answer the specific problems of the study.

The last box presents the output. This study will result in a school-based seminar on

improving writing skills through the proper and responsible use of AI. It will also provide

suggested guidelines and strategies that Grade 12 ICT students can follow to use AI

tools effectively for developing and enhancing their research writing skills.

INPUT PROCESS OUTPUT

● Frequency of Al tool Survey Questionnaire School Base Seminar on

usage in research Improving Writing skill

among Grade 12 through AI

ICT students.

● Relationship

between Al use in
 research and

students' writing

skills in terms of:

● Clear ideas

● Correct spelling and

grammar

● Good flow of

content

● Quality of written

work

● Challenges

encountered when

using Al for

research writing

Hypothesis

The following null and alternative hypotheses were tested in this study:

Ho: The use of AI in research has no Benefits on the Writing Skills Development in

terms of clear ideas, correct spelling and grammar, good flow of content, and quality of

written work.
Ha: The use of AI in research has Benefits on Writing Skills Development in terms of

clear ideas, correct spelling and grammar, good flow of content, and quality of written

work.

Definition of terms

ICT (Information and Communications Technology)

According to the Department of Information and Communications Technology (2015),

this covers all electronic tools, devices, systems, and programs used to collect, keep,

process, share, and get information like computers, internet, networks, and apps. It is

also one of the Senior High School strands under the K-12 Curriculum focused on

technology studies. In this study, this refers to the Strand taken by Grade 12 students,

which is the focus of this research and where our respondents belong.

AI (Artificial Intelligence)

As defined by Russell & Norvig (2022), these are computer systems or programs made

to do tasks that usually need human thinking like understanding text, solving problems,

organizing ideas, or giving suggestions. Based also on Reyes et al. (2026), students

mostly use these as helpful support instead of letting them do all the work. In this

research, this refers to the tools used by students to make planning, drafting, and

improving their written works easier.

Writing Skills
According to Troyka & Hesse (2019), this is simply the ability to express your thoughts,

facts, and ideas clearly and correctly through writing using proper words, correct

grammar, and organizing your points well so others can understand. In this study, this

refers to the students’ ability to produce clear, organized, and correct written outputs

such as reports, essays, and other academic requirements.

Benefits

From Cambridge Dictionary (2025), these are the good results, advantages, or helpful

things you get from using something or doing an activity things that make work easier,

faster, or better. In this research, this refers to all positive effects or help that Grade 12

ICT students experience in their writing after using AI.

Research

As explained by Creswell (2014), this is a careful and organized process of asking

questions, gathering real facts, and analyzing them to find answers or learn more about

something. In this study, this refers to the academic work done by Grade 12 ICT

students to find out and analyze how AI helps in making research.

Skills Development

According to Schmidt & Hunter (2020), this is the process of getting better at something

through learning, practice, and using the right tools improving little by little over time. In

this study, this refers to how much the students’ writing ability grows or improves as

they use AI while doing their research. In this study, this refers to the progress and

improvement Grade 12 ICT students show in their writing as they use AI tools while

working on their research.

Clear Ideas

Zinsser (2016) says this means writing that is direct, simple, and easy to understand

you say exactly what you mean without confusing words or unnecessary details. In this

study, it refers to how well Grade 12 ICT students at PINHS can share their main points

and research details when they use AI tools.

Correct Spelling and Grammar

As defined by Lunsford & Webb (2021), this is following the basic rules of writing

spelling words right, using proper punctuation, and making correct sentences so your

meaning stays clear and you are not misunderstood. In this study, it covers how

accurate and error-free the students’ research outputs turn out after using AI.

Good Flow of Content

Hacker & Sommers (2020) describe this as how smoothly your sentences and

paragraphs connect one idea leads naturally to the next so readers can follow easily

without getting confused or lost. In this study, it describes how neatly details and

sections link together in the students’ written research work.

Quality of Written Work

According to Oshima & Hogue (2021), this means how complete, correct, neat and

proper your written work is; it follows standards, has reliable information, and fits what it
is made for. In this study, it looks at how strong and finished the drafts or final papers of

Grade 12 ICT students at PINHS become after using AI tools.