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Home⇛Student Journal of Technology and Educational Research⇛vol. 2 no. 1 (2025)

Use of Artificial Intelligence Generative Tools in Enhancing Academic Writing Outputs: Basis in Designing Skill-Based Writing Activities

Cherry May Valdez | Christian Carabbacan | Jibea Kashmre Villanueva | Rachelle Dumag

Discipline: Education

 

Abstract:

This study examined how AI generative tools like Grammarly, Quillbot, Gemini, and ChatGPT enhance students' written outputs in grammar, vocabulary, and cohesion. A qualitative approach was used, with purposive sampling gathering twenty-seven essays from third-year English major students. This study was conducted at Isabela State University, Echague Campus during the School Year 2023-2024. Participants wrote two essays: one without any AI assistance and another with AI-enhanced revisions. Findings show that 34% of the improvements focused on grammar, particularly in verb consistency, sentence structure, articles and prepositions, modifiers, punctuation, capitalization, redundancy, and voice and clarity. Enhancements of AI in the cohesion and vocabulary domains were also observed. Based on these findings, a skill-based writing module was developed, concentrating on the most needed grammatical interventions. The module includes engaging activities aimed at helping students internalize grammar rules and apply them in their writing. This research highlights the potential of AI to support writing instruction by addressing specific grammatical weaknesses and improving academic writing outcomes. The study advocates for further exploration of AI-driven teaching methods in education.



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