THE EFFECTIVENESS OF CHATGPT IN ENHANCING ACADEMIC WRITING SKILLS OF GRADE 11 STUDENTS

Авторы

  • Queen Lynrose Egera Department of Teacher Education, UM Peñaplata College, Island Garden City of Samal, Philippines
  • Ana Grace Latiada Department of Teacher Education, UM Peñaplata College, Island Garden City of Samal, Philippines
  • Lyka Lozano Department of Teacher Education, UM Peñaplata College, Island Garden City of Samal, Philippines
  • Jovenil Bacatan Department of Teacher Education, UM Peñaplata College, Island Garden City of Samal, Philippines

DOI:

https://doi.org/10.46827/ejfl.v9i4.6253

Ключевые слова:

ChatGPT, academic writing skills, Grade 11 students, quasi-experimental research design

Аннотация

This study examined the effectiveness of the intervention of ChatGPT in enhancing the academic writing skills of Grade 11 students. The primary objective was to determine the impact of AI-assisted instruction on students' academic writing performance. A one-group pre-test – post-test quasi-experimental research design was utilized, with thirty-two participants from Humanities and Social Sciences (HUMSS) and Accountancy, Business, and Management (ABM) tracks. A fourteen-day intervention program was employed where students engaged in writing tasks assisted by ChatGPT, assessed through a standardized rubric. Statistical tools such as the mean and paired t-test were utilized. Results showed significant improvements in content development, organization, vocabulary, grammar, coherence, and mechanics. An increase in the post-test mean score was seen while the standard deviation decreased, indicating improved consistency. The t-test revealed a statistically significant difference between pre-test and post-test results, confirming the intervention's effectiveness. These findings suggest that ChatGPT can be a transformative support tool for academic writing instruction. The study contributes to the ongoing discourse on AI integration in education, highlighting its pedagogical benefits and implications for instructional design.

 

Article visualizations:

Hit counter

Биографии авторов

  • Queen Lynrose Egera, Department of Teacher Education, UM Peñaplata College, Island Garden City of Samal, Philippines

    Queen Lynrose Egera is a student at the Department of Teacher Education, UM Peñaplata College, pursuing a Bachelor of Secondary Education major in English. Her research interests include language learning and teaching, and secondary education.

  • Ana Grace Latiada, Department of Teacher Education, UM Peñaplata College, Island Garden City of Samal, Philippines

    Ana Grace Latiada is a student at the Department of Teacher Education, UM Peñaplata College, pursuing a Bachelor of Secondary Education major in English. Her research interests include language learning and teaching, and secondary education.

  • Lyka Lozano, Department of Teacher Education, UM Peñaplata College, Island Garden City of Samal, Philippines

    Lyka Lozano is a student at the Department of Teacher Education, UM Peñaplata College, pursuing a Bachelor of Secondary Education major in English. Her research interests include language learning and teaching, and secondary education.

  • Jovenil Bacatan, Department of Teacher Education, UM Peñaplata College, Island Garden City of Samal, Philippines

    Jovenil Bacatan is a faculty member of the Department of Teacher Education of UM Peñaplata College. He holds a Doctorate degree in Educational Management. His research interests include quantitative and qualitative studies, social sciences, and mathematics education.

Библиографические ссылки

Abbad, M. M. M. (2021). Using the UTAUT model to understand students’ usage ofe-learning systems in developing countries. Education and Information Technologies, 26(6), 7205–7224. https://doi.org/10.1007/s10639-021-10573-5

Andrade, M., & Miller, R. (2019, June). High Impact Practices: Addressing Workplace Needs. In EDEN Conference Proceedings (No. 1, pp. 42-50).

Axley, S. R. (1990). Improving written and oral communication skills through reaction papers. Organizational Behavior Teaching Review, 14(2), 124- 128.

Brown, L. (2020). Quasi-experimental research. In Doing Early Childhood Research (pp. 345-358). Routledge.

Budjalemba, A. S., & Listyani, L. (2020). Factors Contributing to Students' Difficulties in Academic Writing Class: Students' Perceptions. UC Journal: ELT, Linguistics and Literature Journal, 1(2), 93-100. https://doi.org/https://doi.org/10.24071/uc.v1i2.2966

Ching, M. R. D., Fabito, B. S., & Celis, N. J. (2018). Data Privacy Act of 2012: A Case Study approach to Philippine Government Agencies compliance. Advanced Science Letters, 24(10), 7042–7046. https://doi.org/10.1166/asl.2018.12404

Clarke, S., & Collier, S. (2015). Research essentials: How to critique quantitative research. Nursing Children and Young People, 27(9), 12. https://doi.org/10.7748/ncyp.27 9 12.s14

Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51-63. https://doi.org/10.1037/0022-0663.99.3.445

Dwivedi, Y. K., & Dwivedi, R. (2023). Generative AI for education: Challenges and opportunities with ChatGPT. Journal of Business Research, 158, 113672.

Elkins, A., & Chun, S. A. (2023). The AI revolution in education: ChatGPT and the future of learning. Educational Technology, 63(1), 10–16.

Elmahdi, I. (2023). AI in education: Possibilities and challenges of ChatGPT in academic contexts. Educational Technology Review, 31(2), 45–60.

English for Academic and Professional Purposes (pp. 28-40). https://depedtambayan.net/wpcontent/uploads/2021/10/EAPPG11_q1_ mod3_approachesinliterarycriticism_v2.pdf

Farrokhnia, M. R., et al. (2023). A meta-analysis of AI-based writing assistance tools in language education. Computers & Education, 194, 104703.

Gibson, A. (2002). An essay on writing. The Catalyst, 1(2), Article 7. https://doi.org/10.18785/cat.0102.07

Godwin-Jones, R. (2024). AI in language learning: Opportunities and threats. https://godwinjones.com/godwin- jones_AI_in_languag_learning.pdf

Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. https://doi.org/10.1037/0022-0663.99.3.445

Hassan, M. (2024, November 12). Ethical considerations: Types, examples and writing guide. Research Method. https://researchmethod.net/ethical- considerations/

Jimenez, J. L. C. (2024). Research writing difficulties of senior high school students. International Journal for Multidisciplinary Research, 6(3). https://doi.org/10.36948/ijfmr.2024.v06i03.21479

Kasneci, E., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274

Kasneci, E., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Instruction, 101, https://doi.org/10.1016/j.lindif.2023.102274

Kasneci, E., Kessler, F. A., Schmid, U., & Sesbou, A. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Instruction, 84, 101783.

Kaur, P., Stoltzfus, J., & Yellapu, V. (2018). Descriptive statistics. International Journal of Academic Medicine. https://www.semanticscholar.org/paper/141e8c299294dce1ed2302645 64d950667300fe9

Kohnke, L., Moorhouse, B. L., & Zou, B. (2023). Affordances of ChatGPT for language teaching and learning. RELC Journal, 54(1), 139–152. https://doi.org/10.1177/00336882231162

Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science. Frontiers in Psychology, 4, 863. https://doi.org/10.3389/fpsyg.2013.00863

Lavrakas, P. J. (Ed.). (2008). Encyclopedia of survey research methods. SAGE Publications, Inc. https://doi.org/10.4135/9781412963947

Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: how may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26–29. https://doi.org/10.1108/lhtn-01-2023-0009

Maghamil, M., & Sieras , S. (2024). Impact of ChatGPT on the Academic Writing Quality of Senior High School Students. Journal of English Language Teaching and Applied Linguistics, 6(2), 115–128. https://doi.org/10.32996/jeltal.2024.6.2.14

Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed-methods intervention study. Smart Learning Environments, 11(9). https://doi.org/10.1186/s40561-024-00295-9

Marikyan, D.& Papagiannidis, S. (2023) Unified Theory of Acceptance and Use of Technology: A review. In S. Papagiannidis (Ed.), TheoryHub Book. Available at https://open.ncl.ac.uk/theory-library/TheoryHubBook.pdf

Etong, K., Lesmoras, J., Marquez, H., & Bacatan, J. (2024). Quantifying change and capturing voices: a mixed-methods investigation of Grammarly's effectiveness in enhancing students' writing skills (Doctoral dissertation).

Mhlanga, D. (2023). Open AI in education: The responsible and ethical use of ChatGPT towards lifelong learning. In FinTech and artificial intelligence for sustainable development: Sustainable Development Goals series (pp. 387-409). Palgrave Macmillan. https://doi.org/10.1007/978-3-031- 37776- 1_17

Mohajan, H. (2020). Quantitative research: A successful investigation in natural. https://ideas.repec.org/p/pra/mprapa/105149.html

Mohammed, H. I. (2024). Examining and assessing the students' academic writing: An analysis of the students' research papers at the English Department, Faculty of Arts & Science, Alabyar Campus. (1), 219-230. https://doi.org/10.37376/ajhas.vi1.4844

Myre, L., & Curry, J. (2018). Doctoral Program Evaluation.

Or, C., & Chapman, E. (2021). An extended Unified Theory of Acceptance and Use of Technology Model for education contexts. Journal of Applied Learning and Teaching, 4(2), 98-109. https://doi.org/10.37074/jalt.2021.4.2.7

Pawliczak, J. (2015). Creative Writing as a Best Way to Improve Writing Skills of Students. https://www.davidpublisher.com/Public/uploads/Contribute/556ecae5d8 6e4.pdf

Prensky, M. (2001). Digital Natives, Digital Immigrants Part 2: Do They Really Think Differently?, On the Horizon, Vol. 9 No. 6, pp. 1-6. https://doi.org/10.1108/10748120110424843

Radford, A., Wu, J., Child, R., Luan, D., Amodei, D., & Sutskever, I. (2019). Language models are unsupervised multi-task learners. OpenAI blog, 1(8), 9. https://insightcivic.s3.us-east-1.amazonaws.com/language- models.pdf

Ramazani, C. (2006). Academic Writing Scoring Rubric adapted from MELAB. https://academics.smcvt.edu/cbauer ramazani/AEP/EN104/Rubrics/acad_writ_rubric-weighted.htm

Romero-Rodríguez, J., et al. (2023). Use of ChaTGPT at university as a tool for complex thinking: students’ perceived usefulness. Journal of New Approaches in Educational Research, 12(2), 323–339. https://doi.org/10.7821/naer.2023.7.1458

Rassafiani, M., & Sahaf, R. (2010). Single case experimental design: an overview. International Journal of Therapy and Rehabilitation. https://doi.org/10.12968/ijtr.2010.17.6.48151

Rezaei, M., Salehi, H., & Tabatabaei, O. (2024). ChatGPT, a helpful scaffold or a debilitating crutch for academic writing? In Proceedings of the 2024 11th International and the 17th National Conference on E-Learning and E-Teaching (ICeLeT) (pp. 1-5). Isfahan, Iran. https://doi.org/10.1109/ICeLeT62507.2024.10493087

Roxas, M. J. D. (2020). Exploring senior high school students' academic writing difficulties: Towards an academic writing model. IOER International Multidisciplinary Research Journal, 2(1), 56-67. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3545988

Royani, I., & Sihombing, M. R. (2024). ChatGPT in the academic writing classroom. Esteem Journal of English Education Study Programme, 7(2), 630-638. https://doi.org/10.31851/esteem.v7i2.15615

Sallam, M. (2023). ChatGPT Utility in Healthcare Education, Research, and Practice: Systematic Review on the promising perspectives and valid concerns. Healthcare, 11(6), 887. https://doi.org/10.3390/healthcare11060887.

Susanti, D., et al. (2023). The role of ChatGPT in improving EFL students’ writing skills. International Journal of Language Education, 7(1), 50–65.

Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4–28. https://doi.org/10.3102/0034654310393361

Umamah, A., & Cahyono, B. Y. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Computer Assisted Language Learning Electronic Journal, 23(1), 1–20. https://doi.org/10.1080/2331186X.2023.2236469

Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204. https://doi.org/10.1287/mnsc.46.2.186.11926

Vijayendra, K., Fantone, A., & Shehryar, Z. (2023). Recent trends of quantitative approaches in different sectors: A concise review. Asian Journal of Education and Social Studies, 41(2), 22-34. https://doi.org/10.9734/ajess/2023/v41i2891

Zhai, X. (2022). ChatGPT: Writing and implications for education. Computers and Education: Artificial Intelligence, 3, 100074. https://doi.org/10.1016/j.caeai.2022.100074

Zhou, X., et al. (2023). Artificial intelligence in English language teaching: Insights and ethics from the use of ChatGPT. Journal of Educational Innovation, 12(3), 75–88.

Zou, D., Kong, L., & Lee, C. (2023). Enhancing writing skills with ChatGPT: Pedagogical potential and practical implications. Educational Technology Research and Development, 71(2), 123–140

Загрузки

Опубликован

2025-09-03

Выпуск

Том 9 № 4 (2025)

Раздел

Articles

Лицензия

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).