The Accessibility, Utilization, and Application of AI-Powered Tools in English Research Writing
DOI:
https://doi.org/10.5281/zenodo.15662396Keywords:
accessibility, utilization, application, AI-powered tools, English research writingAbstract
English research writing remains an uninteresting topic for senior high school students due to its laborious task of drafting, writing, and editing. AI-powered tools offer solutions that can help reduce students’ workload, thus improving the process. This study aimed to find out the accessibility, utilization, and application of AI-powered tools in improving the process of English research writing. This descriptive quantitative study was conducted on two hundred and forty-three (243) student-respondents from Mabinay National High School. Data were collected through a survey questionnaire. Grammarly, ChatGPT, and QuillBot were the most used tools, and smartphones were the most used gadgets. Students had restricted access to the tools because of their financial restrictions, unstable internet connection, and limited access to high-end devices. Mostly, utilization served for paraphrasing, summarizing, and checking grammar. Occasionally, teachers applied AI tools to the prewriting, writing, and rewriting stages. Teachers’ AI regulations were inconsistently enforced. Despite enhancing efficiency and accuracy, these powerful tools pose challenges in accessibility and in observing ethical standards. This study emphasizes the need for institutional support, digital literacy education, and equitable policies to maximize AI-powered tools’ benefits while reducing disadvantages.
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