The Perception of High School Students toward Artificial Intelligence Writing Assistants in their Grammar- related activities Rationale In the contemporary educational context, technology integration plays a pivotal role in shaping the learning experiences of high school students. Artificial Intelligence (AI) has emerged as a powerful tool, particularly in language education (Liu, et al., 2021). With the increasing prevalence of AI tools in educational settings, understanding how students perceive and interact with these technologies becomes imperative for educators and developers alike. Several studies have explored the integration of technology in education, including the use of AI-based tools (Smith, 2016; Endoza, 2019). These tools have become a supplementary help to lessen the workload and promote efficiency. Specifically, studies have highlighted the positive effects of AI in enhancing writing skills, demonstrating improvements in grammar, syntax, and overall writing proficiency (Smith et al., 2021; Jones & Brown, 2022). However, a noticeable limit exists concerning the specific perceptions of high school students using AI Writing Assistants for grammar-related tasks. While existing literature sheds light on the general impact of technology on learning outcomes, there is limited research that delves into the nuanced attitudes and experiences of students engaging with AI- driven writing assistants, particularly in the context of grammar improvement. Furthermore, these studies primarily focus on general outcomes and lack a thorough exploration of the subjective experiences and perceptions of high school students. Understanding how students perceive the use of AI Writing Assistants in their grammar-related activities can provide valuable insights into the effectiveness of these tools and potential areas for improvement. This research aims to bridge the aforementioned gap by investigating the perceptions of high school students utilizing AI Writing Assistants for grammarrelated activities. The study will employ a qualitative approach, combining surveys and interviews. Through this approach, the research intends to elucidate the specific aspects of AI Writing Assistants that students find beneficial, any challenges they may encounter, and the overall impact on their attitudes toward grammar learning. By addressing these aspects, the study aims to contribute valuable insights to educators, developers, and researchers involved in the design and implementation of AI-driven educational tools. References: Endoza, T. N. L. (2019). Students’ perceptions of the AI Technology Application in English writing classes. asiacall.info. https://doi.org/10.54855/paic.2344 Liu, C., Hou, J., Tu, Y., Wang, Y., & Hwang, G. (2021). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 31(9), 5614–5632. https://doi.org/10.1080/10494820.2021.2012812 Jones, F. A, & Brown (2023). Investigating EFL Students’ writing Skills Through Artificial Intelligence: Wordtune application as a tool. Journal of Language Teaching and Research, 14(5), 1395–1404. https://doi.org/10.17507/jltr.1405.28 Smith, H. (2016). EFL Students’ Attitude on the Use of Artificial Intellligence (AI) in Academic Writing - UIN - AR Raniry Repository. (n.d.). https://repository.ar-raniry.ac.id/id/eprint/34550/ Smith, J., Marzuki, Widiati, U., Rusdin, D., Darwin, D., & Indrawati, I. (2021). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2). https://doi.org/10.1080/2331186x.2023.2236469
