THE INFLUENCE OF ARTIFICIAL INTELLIGENCE-BASED TOOLS ON THE WRITING ABILITIES OF ENGLISH MAJORS

Autori

  • Trixie Cañares De La Salle Andres Soriano Memorial College, Toledo City, Cebu, Philippines
  • Frelyn Laspoña De La Salle Andres Soriano Memorial College, Toledo City, Cebu, Philippines
  • Kayrie Rowe Panilag De La Salle Andres Soriano Memorial College, Toledo City, Cebu, Philippines
  • Donna Marie Sasan De La Salle Andres Soriano Memorial College, Toledo City, Cebu, Philippines
  • Jomaica Lape De La Salle Andres Soriano Memorial College, Toledo City, Cebu, Philippines
  • Krisha Claire Bosquit Cebu Normal University, Osmeña Boulevard, Cebu City, Philippines
  • Desiree Generosa Cebu Normal University, Osmeña Boulevard, Cebu City, Philippines
  • Claire Angeline Corvera Cebu Normal University, Osmeña Boulevard, Cebu City, Philippines
  • Rodelyn Gapasin Cebu Normal University, Osmeña Boulevard, Cebu City, Philippines

DOI:

https://doi.org/10.46827/ejes.v13i7.6904

Parole chiave:

artificial intelligence (AI), writing abilities, English majors, phenomenology

Abstract

This phenomenological study focused on the influence of using AI-based tools on the English Majors’ writing abilities. Explicitly, this study anchors on the connectivism learning theory. To widely gather the necessary data, the participants were the chosen 15 Bachelor of Secondary Education, Major in English students from a state university in the Philippines who utilize AI-based tools. The researchers utilized a descriptive phenomenological type or the Husserlian method. Specifically, this study aims to explore how AI-based tools help the students develop their skills in writing, the challenges the students face in using AI and how they cope with them. Throughout the gathered and analyzed data, three themes were formed on how AI-based tools helped the students develop their skills in writing: Instant/Quick Response, Aid in Bridging Information Gaps, and Refinement of Writing Skills. Moreover, the challenges that the students encountered in using AI have the following themes: Instigator of Dependency, Expectation vs. Reality, and Brain Lag. On one hand, their coping strategies were Minimizing Self-doubt, Self-control or Self-awareness, and Understanding Shortcomings. Based on the findings, the following recommendations were hereby presented: a.) Students must practice self-control and self-awareness in utilizing AI tools; b.) Instructors must be strict in terms of proper citation; and c.) Stakeholders should conduct an orientation on how to use AI tools effectively. The researchers recommended the following: practice self-control, strict monitoring of proper citations, and administer orientation to effectively use AI-based tools. Overall, this study highlights the importance of mindful and balanced use of AI, placing AI-based tools as valuable aids in writing rather than a substitute for dependent skill mastery.

Biografie autore

  • Trixie Cañares, De La Salle Andres Soriano Memorial College, Toledo City, Cebu, Philippines

    Trixie Cañares, LPT, is an English educator with one year of teaching at both the junior and senior high school levels. She is a graduate of the Bachelor of Secondary Education Major in English at Cebu Normal University. Currently, she serves as a teacher in Qualitative Research, Creative Nonfiction, and Christian Life Formation at De La Salle Andres Soriano Memorial College. Over the years, she has participated in numerous seminars and workshop sessions that expanded her knowledge of effective teaching instruction. Specifically, focusing on diverse learning styles, she incorporates varied learning activities to cater to the needs of her students. She believes in the idea that each learner has the capability to learn and progress in life through the proper guidance and mentorship of their teachers. She encourages students to think critically by prompting in-depth questions and presenting realistic problems. Her work reflects her commitment to individualized and peer guidance, effective language communication, and helping learners build self-efficacy through one-on-one and group support.

  • Frelyn Laspoña, De La Salle Andres Soriano Memorial College, Toledo City, Cebu, Philippines

    Frelyn Laspoña, LPT, is a graduate of the Bachelor of Secondary Education major in English at Cebu Normal University - Main Campus. She is a flexible and passionate educator, being both a Nursery teacher and a high school subject teacher for English at De La Salle Andres Soriano Memorial College. As a teacher, she firmly believes in the transformative power of inclusivity and diversity in and out of her classroom. Over the years of her academic life, she learned not just the lessons from the textbooks, but also the captivating stories of her pupils’ lives. Her teaching philosophy is rooted in the idea that the school is a room for trials, mistakes, and improvements.

  • Kayrie Rowe Panilag, De La Salle Andres Soriano Memorial College, Toledo City, Cebu, Philippines

    Donna Marie Sasan, LPT, is an English teacher at De La Salle Andres Soriano Memorial College (DLS ASMC), where she teaches both Grade School and Junior High School English. She earned her Bachelor of Secondary Education major in English from the same institution. Her research interests include language teaching and learning, literacy development, reading comprehension, writing instruction, and the integration of innovative pedagogical strategies in English language education. She actively participates in professional development programs, including the Private Education Assistance Committee (PEAC) In-Service Training (INSET) Program and other educational seminars and workshops that enhance her instructional competence and research practice. She advocates for learner-centered instruction that emphasizes enhancement, intervention, and remediation to address diverse learning needs. She is committed to creating an inclusive learning environment that fosters students' confidence, critical thinking, and lifelong learning while continuously engaging in research and professional development to improve educational outcomes.

  • Donna Marie Sasan, De La Salle Andres Soriano Memorial College, Toledo City, Cebu, Philippines

    Jomaica A. Lape, LPT, is a graduate with a Bachelor's degree in Elementary Education. After earning her degree, she was given an opportunity to handle children ages 3-5 years old. Currently, she is a Kindergarten teacher at De La Salle Andres Soriano Memorial College. These experiences taught her not only instructional strategies but also the importance of empathy, patience and creative engagement. As a beginner teacher, she is passionate about improving classroom practices through research-based approaches, continuous reflection, and innovation. She is committed to fostering early childhood learning through engaging, developmentally appropriate, and learner-centered strategies.

  • Jomaica Lape, De La Salle Andres Soriano Memorial College, Toledo City, Cebu, Philippines

    Kayrie Rowe Panilag, LPT, is an English teacher with three years of teaching experience, including one year of classroom instruction across grade school, secondary, and tertiary levels, and two years of experience teaching English to foreign international learners seeking to improve their English proficiency. She currently serves as a teacher at De La Salle Andres Soriano Memorial College, where she focuses on delivering clear, student-centered English instruction. Her teaching emphasizes the development of students’ communicative competence, reading and writing skills, and critical thinking through engaging and inclusive classroom practices. Her academic interests include English language teaching, language skills development, and effective strategies for teaching English to diverse and multicultural learners. She is committed to fostering supportive learning environments that promote confidence, active participation, and continuous language development.

  • Krisha Claire Bosquit, Cebu Normal University, Osmeña Boulevard, Cebu City, Philippines

    Krisha Claire Bosquit, LPT, graduated from Cebu Normal University, where she earned her degree of Bachelor of Secondary Education with a major in English. She was granted the Honor Graduate Eligibility (HGE), Presidential Decree No. 907, under the Civil Service Commission (CSC). She was a seasonal English as a Second Language (ESL) teacher at B'Cebu, where she taught students with different nationalities. Currently, she is an ESL teacher under Winning English Academy with the same duty, teaching English to foreign students. Her research interests focus on language education, student-centered learning, and innovative teaching practices that support learners' academic and personal growth. She aims to explore evidence-based approaches that foster inclusive, engaging, and meaningful learning experiences for learners from diverse cultural and educational backgrounds while contributing to the continuous improvement of education as a whole.

  • Desiree Generosa, Cebu Normal University, Osmeña Boulevard, Cebu City, Philippines

    Desiree Generosa, LPT, is a distinguished graduate of Cebu Normal University, having earned a Bachelor of Secondary Education degree, major in English. As a licensed professional teacher, the author embodies a deep passion for nurturing learners and advancing the teaching profession. Driven by an unwavering commitment to growth, the author aspires to pursue higher education and expand scholarly horizons. With a vision to contribute meaningful research, the author seeks to illuminate the multifaceted dimensions of teaching and explore how its practice can be extended, enriched, and reimagined to empower both educators and students. Through this pursuit, the author aims to inspire innovation in education and foster a broader understanding of its transformative potential.

  • Claire Angeline Corvera, Cebu Normal University, Osmeña Boulevard, Cebu City, Philippines

    Claire Angeline Corvera, LPT, is an English teacher with a year of teaching experience at the senior high school level. She earned her Bachelor of Secondary Education major in English from Cebu Normal University. At present, she teaches Practical Research 1, Reading and Writing, 21st Century Literature and Oral Communication at Asian College of Technology International Educational Foundation (ACT-IEF). Throughout her teaching career, she has actively participated in various seminars and workshops that enhanced her skills and understanding of effective instructional practices. She also took Masters of Education Major in English Language Teaching at Cebu Normal University, that help encourage reflective teaching and continuous professional growth. She firmly believes that all learners are capable of growth and success when guided and mentored appropriately by their teachers.

  • Rodelyn Gapasin, Cebu Normal University, Osmeña Boulevard, Cebu City, Philippines

    Rodelyn Gapasin, LPT, is a graduate of Bachelor of Secondary Education major in English from Cebu Normal University and a Licensed Professional Teacher. Although she is not currently practicing the profession, she applies her academic training to her current work, with interests in language studies and how language is used in society.

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Pubblicato

2026-07-30

Fascicolo

V. 13 N. 7 (2026)

Sezione

Articles

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