i
EXPLORING STUDENTS’ EXPERIENCES WITH ARTIFICIAL
INTELLIGENCE (AI) PLATFORMS
IN ACADEMIC WRITING
INDIRA JILL M. TAMPIPI
A QUALITATIVE RESEARCH SUBMITTED TO THE FACULTY OF THE
COLLEGE OF EDUCATION OF CENTRAL MINDANAO
UNIVERSITY IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR THE COURSE
MASTER OF ARTS IN LANGUAGE EDUCATION
(ENGLISH)
DECEMBER 2024
ii
ABSTRACT
Indira Jill M. Tampipi, December 2024, “Exploring Students’
Experiences with Artificial Intelligence (AI) Platforms in Academic Writing.”
Advisers: Denis A. Tan, PhD; Joanie Bermillo
This qualitative study explores the experiences of senior high school
students at Kiburiao National High School in using artificial intelligence (AI)
platforms for academic writing. Employing a case study approach, the
research aims to understand students' motivations, the effects of AI reliance
on their writing and learning processes, and the extent of its integration into
their academic routines. Data were gathered through semi-structured
interviews with five purposively sampled students. Thematic analysis
revealed three major themes: (1) Efficiency, Idea Generation and Grammar
Support as Key Motivations, (2) Enhanced Writing Quality versus Risks of
Over-Reliance, and (3) Frequent Use Across Academic Tasks and Writing
Stages. Findings indicate that while AI tools such as ChatGPT, QuillBot, and
Grammarly improve efficiency, grammar, and organization, overdependence
may hinder creativity and critical thinking. This study highlights the need for
balanced and guided AI usage, emphasizing its role as a supportive tool
rather than a substitute for independent cognitive efforts. The findings
underscore the importance of integrating digital literacy and ethical AI usage
into educational curricula to maximize benefits while mitigating risks.
iii
TABLE OF CONTENTS
TITLE PAGE
TABLE OF CONTENTS
LIST OF APPENDICES
LIST OF TABLES
i
ii
iii
iv
CHAPTER 1
INTRODUCTION
Background and Rationale of the Study
Theoretical Framework
Statement of the Problem
Significance of the Study
Scope and Delimitation of the Study
Review of Related Literature
Motivation for AI Platforms
Effects on Writing and Learning Process
Extent of Utilization of AI Platforms
1
2
3
3
4
4
4
5
6
CHAPTER 2
METHODOLOGY
Research Design
Research Setting
Participants and Sampling Procedure
Data Gathering Technique, Instrumentation
and Validation
Data Gathering Procedure (Entry Protocol,
Ethical Procedure/Standards, etc.)
Data Analysis
Qualitative Data Analysis
8
8
9
9
10
11
CHAPTER 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Presentation of Findings
Description of Themes
Discussion
Interpretation of Results
Implications for Future Research or Practice
12
12
15
16
17
CHAPTER 4
CONCLUSIONS, RECOMMENDATIONS, AND IMPLICATION
Conclusions
Recommendations
Implications
19
19
20
iv
Discussion of the Implications of the Findings
for the Field, Policy or Practice
REFERENCES
APPENDICES
22
24
v
LIST OF APPENDICES
APPENDIX
PAGE
A
Permission Letter for the School Head
25
B
Letter of Informed Consent for Student–Participant
26
C
Semi–structured Interview Protocol
28
D
Sample of Validated Research Instrument
30
E
Sample of Certificate of Validation
33
F
Transcripts of the Interviews
34
G
Summary of Participants’ Responses on Focus
49
Areas of Interview Questions
H
Coded Segments of the Participants’ Responses
of Interview Questions
50
vi
LIST OF TABLE
TABLE
1
PAGE
Emerging Themes, Categories, and Code
Interview Data
13
1
INTRODUCTION
Background and Rationale of the Study
Artificial intelligence (AI) has become a transformative force in various
industries, including education, where it holds the potential to revolutionize
traditional learning methods. With AI's capacity to analyze large volumes of
educational data, it provides innovative solutions to tackle the challenges
faced by educators. A significant impact of AI in education is its ability to
enable personalized learning experiences by analyzing students' learning
patterns, preferences, and strengths. By analyzing students' learning
patterns, preferences, and strengths, AI allows educators to customize
instruction to meet individual needs. This tailored approach helps students
engage more deeply with the material, fostering increased motivation and
improving overall learning outcomes. As digital technologies continue to
reshape education, the integration of AI becomes increasingly important in
enhancing student experiences and outcomes (Xu, 2024).
Moreover, AI-powered tools, particularly those aimed at academic
writing, have gained popularity among students for their ability to assist with
grammar, syntax, and even content generation. The proliferation of AI
platforms such as ChatGPT, QuillBot, and Grammarly has introduced a new
dynamic in how students approach academic writing tasks. These tools offer
a range of assistance, from minor grammar corrections to generating
complete content, thereby reshaping the traditional methods of learning how
to write effectively (Selim, 2024).
As AI continues to advance, it is likely that these tools will become even
more sophisticated and widely used in educational settings, revolutionizing
the way students interact with writing assignments. Ultimately, the integration
of AI in education has the potential to enhance student learning outcomes
and improve overall academic performance. With the help of AI tools,
students can receive personalized feedback and guidance in real-time,
facilitating more efficient improvement of their writing skills. This shift towards
incorporating AI technology in education reflects a growing emphasis on
2
adapting to the digital age and preparing students for future success in a
rapidly evolving world.
This reliance on AI tools in academic writing has led to the attention of
researchers and the education sector, raising concerns about its potential
impact on critical thinking and independent problem-solving skills. It is
important for educators to strike a balance between utilizing AI tools for
support and ensuring that students continue to develop essential cognitive
abilities.
This research focuses on the senior high school students from Kiburiao
National High School and aims to explore their experiences with AI platforms
in academic writing. Given the increasing reliance on these tools,
understanding students' motivations, the impact on their writing skills, and the
extent of their use is crucial for educators and policymakers in shaping future
guidelines for AI usage in academic settings.
Theoretical Framework
This research was grounded in the Social-Constructivist Theory, which
emphasizes that learning occurs through interaction and experience. In the
context of academic writing, students learn not only from their individual
efforts but also from the tools and resources they interact with, such as AI
platforms. Tools like ChatGPT and Quillbot provide feedback and assist
students in improving their writing, making them an active part of the learning
process. By using AI tools, students engage in a form of collaboration where
they receive real-time assistance in refining their work. This study explored
how AI influences their writing, learning, and overall academic growth.
Understanding these experiences through a social-constructivist lens helps
to highlight how technology fits into the broader educational framework,
shaping students’ development in academic writing.
3
Statement of the Problem
This study addresses the growing use of AI platforms for academic
writing among Senior High School students at Kiburiao National High School.
Specifically, it explores the following research questions:
1. What motivates students to use AI platforms in their academic writing
tasks?
2. How does reliance on AI platforms affect students' writing and learning
processes?
3. To what extent do students utilize AI platforms in academic writing?
Significance of the Study
The findings of this research were significant in several ways.
Specifically, this study benefitted the following individuals and organizations:
To the educators, the study provided insights into the changing
landscape of student writing practices in the age of AI. It informed teaching
strategies that balanced the benefits of AI tools while still encouraging critical
thinking and original content creation.
To
the
policymakers,
this
research
offered
evidence-based
recommendations for regulating AI usage in educational institutions.
To the learners, the study deepened students' awareness of their own
writing practices and the potential consequences of over-reliance on AI
platforms.
To school administrators, this study was particularly relevant for the
administrators of Kiburiao National High School, providing a localized
perspective on a global issue.
To the Higher Education Institutions and the Broader Academic
Community: The findings contributed to the ongoing conversation in
universities worldwide about the increasing integration of AI technologies into
student learning.
4
Scope and Delimitations of the Study
This study focused exclusively on Senior High School students at
Kiburiao National High School who used AI platforms for their academic
writing tasks. It did not cover other applications of AI in education, such as
tutoring or automated grading systems.
Additionally, the study did not attempt to measure the direct
improvement or decline in students' writing skills due to AI use. Instead, it
concentrated on understanding students’ experiences, motivations, and the
extent of their use of AI platforms on their academic writing.
The findings are limited to this specific context and cannot be
generalized to all students or to those using AI platforms for other purposes,
such as professional writing or creative writing. Furthermore, the reliance on
self-reported data through interviews may present biases related to students'
perceptions of their own writing abilities and their use of AI tools.
.
Review of Related Literature
Motivations for Using AI Platforms
AI technology has been used in teaching and learning in different
countries, especially in writing classes. According to some studies, AI could
help students learn and participate in a writing class (Gayed et al., 2022;
Kangasharju et al., 2022; Koltovskaia, 2020; Nazari et al., 2021; Sumakul et
al., 2022a), enhance writing skills (Mediyawati et al., 2021), improve the
quality of a written product (Nur Fitria, 2021), and assist in reaching the
learning objectives (Ng et al., 2022).It was noted in some research that writing
is an essential skill for students to master. Meanwhile, writing is the primary
competence for lifelong study (UNESCO, 2017). Writing is a means of
communication, interpreting information, recording experiences, selfexpression, and facilitating meaningful learning processes (Graham et al.,
2013).
5
However, research indicates that students are motivated to use AI
platforms for various reasons, including efficiency, personalized feedback,
and improved writing quality. For instance, Khosravi et al. (2022) found that
students often turn to AI tools to save time on tasks such as grammar
checking and formatting, allowing them to focus on content creation. Similarly,
a study by Shafiee Rad, Alipour, & Afarpour, (2023) highlighted that
personalized suggestions provided by AI systems can enhance students'
confidence in their writing abilities, motivating them to engage more deeply
with their assignments.
The study of Sumakul, Hamied, & Sukyadi, (2022) states that students’
positive perception of Artificial Intelligence (AI) increases their motivation,
enthusiasm, and academic success rates. Their positive perspective was
probably influenced by their experiences receiving individualized feedback
from AI, which improved their writing and gave them a sense of control and
ownership over their education. It was revealed in the study that students
showed increased motivation and enhanced academic achievement with the
help of AI. Students positively perceive the usefulness, ease of use, and
attitude toward using AI technology in their writing classes. Thus, producing
an academic paper has been made easier by utilizing the advantages of AIbased learning tools.
Effects on Writing and Learning Processes
The reliance on AI platforms significantly influences students' writing
and learning processes. It was discussed in the previous researches that AI
helped students with confidence in writing. One common AI tool students
used nowadays is ChatGPT. ChatGPT is an artificial intelligence developed
by OpenAI and specialized in dialogue Estrellado & Millar, 2023). ChatGPT
can be a resource that can improve text writing due to its linguistic basis and
can also make the content understandable by detecting grammatical and
grammatical errors (Imran & Almusharraf, 2023). This situation reveals that
ChatGPT can be functional in the production of educational content and
academic studies. Activities such as searching for information, finding
6
answers to specific questions, writing reports and essays, creating software
code, providing examples for databases and analyses, and performing
mathematical calculations and statistical analyses can be performed using AI
(Halaweh, 2023).
While these tools can enhance productivity and provide valuable
feedback, they may also lead to overdependence, affecting critical thinking
and writing skills. The misuse of AI tools in educational settings is becoming
an increasingly prominent issue, manifesting in a variety of behaviors that
range from students leveraging AI to complete assignments without fully
understanding International Journal of Technology in Education and Science
(IJTES) 313 the material to exploiting AI functionalities in ways that breach
academic integrity guidelines (Selwyn, 2019). This kind of misuse not only
reduces the educational value of tasks but also creates serious obstacles for
the growth of critical thinking and problem-solving abilities, which are crucial
elements of an all-encompassing learning process (Alasgarova and Rzayev,
2024).
There is a chance that when students use AI to complete assignments,
their level of engagement with the content will decrease, which could impede
their intellectual development and impair their capacity for critical thought and
autonomous problem-solving (Marzuki, Widiati, Rusdin, Darwin, & Indrawati,
2023). The fundamental objectives of education may also be undermined by
such a dependence on AI tools, which can result in a shallow comprehension
of subjects where the focus switches from grasping ideas to simply finishing
assignments (Daniel, 2020; Giray et al., 2024). This shows that AI affect
students writing and learning process in both positive and negative way. It is
essential for students to balance its use with traditional writing practices to
foster true learning and skill development.
Extent of Utilization of AI Platforms
ChatGPT is commonly used in education for asking and answering
questions. Students can use it to learn, compare, and check answers in
subjects like physics, math, and chemistry, as well as in areas like philosophy
7
and religion (Liu et al., 2023). A survey conducted by (Gültekin, 2023)
revealed that a significant percentage of students reported using AI tools for
various writing tasks, ranging from brainstorming ideas to drafting and editing.
The study of Garrel & Mayer, (2023) discussed that of all students they
surveyed explicitly mention ChatGPT or GPT-4 as a tool they use. The
diffusion of this tool among students is well-advanced. A differentiated
examination of the usage behaviour according to the fields of study makes it
clear that the students use AI-based tools in a variety of ways. In addition, the
results show that the relevant characteristics that AI-based systems should
ideally possess from the students’ point of view are also of a different nature.
This trend underscores the need for educational institutions to understand
how AI is being integrated into students' academic practices and to develop
strategies that enhance learning outcomes while mitigating potential
drawbacks.
8
METHODOLOGY
This section presents the research design, research setting,
participants
and
sampling
procedure,
data
gathering
technique,
instrumentation, and validation data gathering technique, and data analysis
of the study.
Research Design
This research employs a qualitative research design, utilizing a case
study approach to examine the experiences of students using AI platforms for
academic writing. A case study approach is appropriate for this study because
it allows for an in-depth exploration of a specific group of students within their
real-life context (Yin, 2014). By focusing on a selected group of participants,
the research aims to provide a detailed understanding of their interactions
with AI tools, the motivations behind their use, and the effects on their writing
and learning processes. This approach enables the study to capture both the
practical and emotional dimensions of AI usage in academic writing.
Research Setting
The study was conducted at Kiburiao National High School, a
secondary education institution recognized for its commitment to academic
excellence in the region. This setting was ideal as it represented a diverse
group of students increasingly exposed to digital technologies, with varying
levels of familiarity with AI platforms. The high school provided a suitable
context for examining the influence of AI tools in an academic environment,
where students were regularly tasked with writing activities and other
academic requirements.
9
Participants and Sampling Procedure
The participants in this study were senior high school students from
Kiburiao National High School. Using purposive sampling, five students were
selected based on specific criteria: they had experience using AI platforms
(such as ChatGPT, Quillbot, or Grammarly) for academic writing tasks and
were willing to participate in in-depth interviews. The participants were drawn
from different grade levels to ensure a range of experiences and perspectives.
The sample size of five participants was appropriate for a qualitative
approach, particularly for an exploratory study. This number allowed for an indepth understanding of how students engaged with AI platforms in their
academic writing tasks while ensuring that the data remained manageable for
detailed analysis. Despite the smaller number, this approach prioritized depth
over breadth, focusing on uncovering common themes and unique insights
into their experiences.
Data Gathering Technique, Instrumentation, and Validation
Data Gathering Technique
Data were collected through semi-structured interviews. This
technique provided flexibility in exploring different aspects of students'
experiences with AI tools while maintaining consistency in the core questions
related to the research objectives. The interviews focused on understanding
why students chose to use AI platforms, how they perceived the benefits and
drawbacks, and their reflections on the impact of these tools on their learning
and writing processes.
Instrumentation
Data for this study were collected through a semi-structured interview
with participants, who shared their perceptions and experiences with AI
platforms in academic writing. These methods were employed to generate,
10
validate, and verify the collected data simultaneously, ensuring the accuracy
of the qualitative research
Validation
The study involved more than 10 validators, comprising experts with
master's and doctoral degrees in their respective fields. These validators
ensured the credibility and validity of the research instruments. Their
expertise in education, research methodologies, and academic writing
provided valuable insights, which refined and enhanced the study’s tools and
procedures. This diverse group of experts ensured that the research met
rigorous academic standards and was grounded in sound methodological
practices.
Data Gathering Procedure
Entry Protocol
Data collection commenced after obtaining permission from the
administration of Kiburiao National High School to conduct the research.
Ethical Procedure
Prior to data collection, informed consent was secured from all
participants. They were informed about the purpose of the study, the voluntary
nature of their participation, and their right to withdraw from the study at any
time without repercussions. Participants received an informed consent form
outlining their agreement to participate in the interview, provide relevant
information, and respond to questions honestly. The form also included
permission for researchers to document the interview using an audio
recorder.
To ensure confidentiality, pseudonyms were used in all reports and
publications, and all data were securely stored. Participants had the
11
opportunity to review the interview transcripts to verify the accuracy of their
responses. Interviews were conducted at the participants' convenience,
adhering strictly to health protocols. Ample time was given to answer the
questions, and participants were encouraged to respond in any language they
were comfortable with, fostering genuine and honest responses.
Data Analysis
This study used thematic analysis following the step-by-step process
outlined by Naeem et al., (2023) in their work, "A Step-by-Step Process of
Thematic Analysis to Develop a Conceptual Model from Qualitative
Research." This contemporary framework provided a systematic and rigorous
method to interpret qualitative data, ensuring that meaningful patterns and
themes were derived to address the research questions effectively. The
process involved familiarization with the data through repeated reading of
interview transcripts, generating initial codes to highlight key features of the
dataset, and organizing these codes into broader categories to develop
potential themes. Themes were then reviewed for coherence and relevance,
defined and named to encapsulate their core essence, and synthesized into
a cohesive narrative. By integrating participants’ responses and illustrative
quotes, this approach ensured a comprehensive and structured interpretation
of the data, enhancing the credibility and depth of the findings.
12
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
PRESENTATION OF FINDINGS
The thematic analysis of the participants' interview responses
provides valuable insights into their motivations for using AI platforms
in academic writing, the impact of AI on their writing and learning
processes, and the extent of AI usage. The results highlight both the
benefits and challenges of incorporating AI tools into students'
academic practices. These findings are grounded in the direct
experiences and voices of the participants, ensuring that the data is
representative and reflective of their actual perspectives.
The analysis reveals the emerging themes: AI tools are seen as
time-saving and effective in generating ideas, enhancing writing
quality, and providing grammatical support. However, the study also
uncovers concerns about the risks of over-reliance on these platforms,
which may potentially inhibit creativity and independent thinking. The
frequency and manner of AI usage among participants further illustrate
how integrated these tools are into their academic writing processes.
The codes and categories which make up these themes are illustrated
in Table 1.
DESCRIPTION OF THEMES
Efficiency, Idea Generation, and Grammar Support as Motivations
The participants consistently cited efficiency and convenience
as the primary motivations for using AI platforms. They expressed that
these tools helped them generate ideas quickly and write more
efficiently. This is evident in the lines of Participant 1 that stated, “The
specific feature of AI writing tools I find most beneficial is its ability to
produce requested content quickly, helping me understand confusing
13
topics.” Moreover, Participant 2 shared, “I use AI because it quickly
generates ideas, which helps me write easier and faster.” Similarly,
Participant 3 said, “The specific feature of AI writing tools I find most
beneficial is its ability to produce requested content quickly, helping me
understand confusing topics.” and Participant 4 noted, “It is
convenient, especially in building a foundation for understanding a
certain lesson.” These statements illustrate that AI tools are seen as
essential for overcoming challenges such as time constraints or
unfamiliar topics.
Table 1
Emerging Themes, Categories and Codes from Interview Data
Themes
Efficiency, Idea
Generation and
Grammar Support as
Motivation
Categories
Time Saving and
Productivity



Enhanced Writing
Quality vs. Risks of
Over-Reliance
Grammar Support

Writing Improvements



Risks of Dependency



Frequent Use Across
Academic
Writing
Tasks
and
Writing
Stages
Integration into writing
process


Versatility in Application


Code
Quick Generation
of Ideas
Addressing time
constraints
Enhancing
Organization and
Structure
Grammar
Improvement
Text summarization
Vocabulary
Enhancement
Refined Writing
Quality
Reduced Creativity
Difficulty
Generating Unique
Ideas
Negative LongTerm effects
Brainstorming
Support
Drafting and
Editing Assistance
Frequent use AI for
Essays and
Research Papers
Support for multiple
writing stages
In addition to efficiency, grammar support emerged as another
crucial factor in AI usage. Participant 1 shared, “Grammar
checker…because I’m not really confident in my grammar…”.
Participant 5 also highlighted the specific tools they used for grammar
14
support, stating, “The tools I use are… grammar checker, text
summarization, and sentence style analysis…” This reflects a
widespread reliance on AI to address specific writing challenges,
particularly those related to grammar and sentence construction.
Enhanced Writing Quality vs. Risks of Over-Reliance
Participants acknowledged the positive effects AI had on their
writing quality, particularly in terms of organization and structure.
Participant 3 noted, “It significantly improved my outputs. My
organization of ideas became better…,” and Participant 2 added, “It
enhances my writing structure and efficiency.” These improvements
were often attributed to AI’s ability to refine grammar, expand
vocabulary, and structure arguments.
However, the participants also expressed concerns about
becoming overly dependent on AI. Participant 1 admitted, “I became
too dependent on AI that I can’t generate ideas properly without it.”
Similarly, Participant 3 voiced concerns about the long-term effects,
stating, “I think its negative effects will leave a bigger impact in the long
run. I can’t generate unique ideas properly anymore...” These
responses reveal a tension between the benefits of AI in enhancing
writing quality and the potential risks it poses to students’ ability to think
creatively and independently.
Frequent Use Across Academic Tasks and Writing Stages
The study found that all participants used AI platforms
extensively, particularly for essays and research-based assignments.
Participant 5 shared, “I use AI often when writing academic tasks, 9 out
of 10,” and Participant 4 explained, “I engage with AI platforms
throughout the entire writing process. If there’s no time, I use AI for
everything.” These responses indicate that AI tools have become
15
integral to students' writing practices, especially when time constraints
or complexity of the task are factors.
The participants also varied in how they used AI at different
stages of the writing process. For instance, Participant 1 stated, “I only
use AI during certain stages, like brainstorming and editing.” This
shows that some students engage with AI at specific stages of their
writing, depending on their needs and familiarity with the task. In
contrast, Participant 4 shared, “I engage all throughout, but I still
assess the AI output to ensure it aligns with my ideas.” This suggests
that while AI is widely used, students retain some level of control over
the final product by reviewing and refining AI-generated content.
DISCUSSION
The findings of this study provide a nuanced understanding of
how students use AI in academic writing. The consistent mention of
efficiency and grammar support as key motivations aligns with existing
literature that emphasizes AI’s role in addressing time constraints and
improving writing skills. For example, Participant 2’s comment, “It
quickly generates ideas, which helps me write easier and faster,”
reflects the growing dependence on AI for generating ideas quickly,
especially under time pressure.
While the positive impacts of AI on writing quality and student
confidence are evident—Participant 3’s statement, “It significantly
improved my outputs,” illustrates this—there is also a clear concern
about dependency. Participant 1’s admission that “I became too
dependent on AI that I can’t generate ideas properly without it”
underscores a critical issue: over-reliance on AI may lead to a
reduction in students' ability to generate ideas and think critically on
their own. This concern reflects broader debates about the ethical
implications of using AI in education, particularly regarding creativity
and independent thought.
16
The study also found that AI tools are deeply integrated into
students' academic routines, with Participant 4 stating, “I engage with
AI platforms throughout the entire writing process.” This integration
highlights the versatility of AI in academic writing. However, the
variability in AI usage patterns, as indicated by responses like
Participant 1’s “I only use AI during certain stages, like brainstorming
and editing” suggests that students adopt these tools in a way that best
suits their writing process and individual needs.
INTERPRETATION OF RESULTS
The analysis of the interview responses revealed three
emerging themes that provide valuable insights into students’
experiences with AI platforms in academic writing. These themes
highlight the motivations, benefits, and challenges associated with the
use of AI tools, as well as the extent of their integration into students'
academic routines.
The first theme, Efficiency, Idea Generation, and Grammar
Support as Motivations, underscores the primary reasons students rely
on AI platforms. Students frequently use these tools to save time,
generate ideas, and improve grammar. AI is especially beneficial in
managing time-sensitive assignments and tackling unfamiliar topics,
making it an essential resource for enhancing productivity. Participant
2 shared, “I use AI because it quickly generates ideas, which helps me
write easier and faster.” Similarly, Participant 4 emphasized its
convenience, stating, “It is convenient, especially in building a
foundation for understanding a certain lesson.” Grammar support also
emerged as a crucial function, with Participant 5 noting, “The tools I
use are grammar checker, text summarization, and sentence style
analysis.” While these tools significantly aid students in their writing
tasks, there is a cautionary note that over-reliance on AI for idea
generation may hinder creative thinking.
17
The second theme, Enhanced Writing Quality vs. Risks of OverReliance, explores the dual impact of AI tools on students’ writing and
learning processes. On one hand, participants acknowledged the
positive effects of AI, particularly in improving grammar, structure, and
vocabulary, which contribute to enhanced writing quality. Participant 1
remarked, “It helps me greatly, but I think it also has a negative effect
on me.” However, this reliance on AI raises concerns about a lack of
originality and decreased critical thinking. Participant 3 observed, “I
think its negative effects will leave a bigger impact in the long run. I
can’t generate unique ideas properly anymore.” This duality highlights
the importance of finding a balance—students must use AI as a
supportive tool while retaining ownership of their creative and
intellectual processes.
The third theme, Frequent Use Across Academic Tasks and
Writing Stages, highlights the pervasive role of AI in students’
academic routines. AI tools are used extensively across various stages
of the writing process, from brainstorming to drafting and editing.
Participant 5 shared, “I use AI often when writing academic tasks, 9 out
of 10.” Similarly, Participant 4 noted, “I engage with AI platforms
throughout the entire writing process.” While these tools enhance
productivity and help manage complex tasks, the frequent use of AI
raises concerns about dependency and its impact on students’ ability
to think independently. Some participants, such as Participant 1,
indicated selective use, stating, “I only use AI during certain stages,
like brainstorming and editing.” Meanwhile, Participant 4 demonstrated
a more reflective approach, saying, “I engage all throughout but assess
the AI output to ensure it aligns with my ideas.”
IMPLICATIONS FOR FUTURE
RESEARCH OR PRACTICE
This study provides a foundation for future researchers to
explore the intersection of artificial intelligence and academic writing,
18
particularly its impact on student learning and skill development.
Future research could build on these findings by investigating how AI
tools influence cognitive processes, such as critical thinking, creativity,
and originality, across diverse educational contexts. Additionally,
examining variations in AI usage among different demographics,
including age groups, academic disciplines, and cultural settings, could
offer a broader perspective on its implications for education.
Further studies may also delve into longitudinal effects,
exploring whether sustained use of AI platforms results in dependency
or evolves into a collaborative enhancement of students' intellectual
capacities. Researchers could examine specific interventions or
instructional strategies that promote balanced AI usage, such as
integrating reflective practices or manual writing exercises. Moreover,
investigating the role of educators in guiding ethical and responsible AI
use could provide insights into the development of teacher training
programs aimed at fostering AI literacy among both instructors and
learners.
Finally, future research could explore the ethical dimensions of
AI in education, including issues of academic integrity, accessibility,
and the potential for bias in AI-generated content. Addressing these
areas will not only enhance our understanding of AI’s role in academic
writing but also inform the development of policies and practices that
maximize its benefits while mitigating its risks. These implications
highlight the evolving nature of AI in education and the need for
continued inquiry into its transformative potential and challenges.
19
CONCLUSION
This study explored students' experiences with AI platforms in
academic writing, specifically focusing on their motivations, the effects
of reliance on these tools, and the extent of their usage. Based on the
findings of the study, several conclusions were drawn.
First, AI platforms significantly enhance students' academic
writing by providing time-saving solutions, idea generation, and
grammar support. These tools enable students to manage deadlines
and approach complex or unfamiliar topics with greater confidence,
making them an indispensable resource for many learners.
Second, while AI tools improve the technical aspects of writing,
such as grammar, structure, and vocabulary, their over-reliance can
negatively impact creativity, originality, and critical thinking skills. This
dual impact highlights the importance of finding a balance in their
usage to foster intellectual growth.
Finally, AI tools have become pervasive in students' academic
routines, often being used across various stages of the writing process,
from brainstorming to editing. Despite their advantages, this frequent
usage raises concerns about dependency and the diminished ability to
think and write independently.
RECOMMENDATION
Based on the limitations and conclusions of the study, several
recommendations were proposed.
Students should be encouraged to use AI platforms as
complementary aids rather than as primary solutions. Educational
institutions should develop guidelines to promote balanced usage,
ensuring that students retain their creativity and critical thinking
abilities.
Additionally, workshops and seminars on AI literacy should be
conducted to raise awareness about the ethical use of AI in academic
20
writing, with a focus on originality and strategies to critically assess AIgenerated content.
To reduce dependency, educators should incorporate activities
into the curriculum that emphasize manual idea generation, critical
analysis, and peer review, fostering independent learning skills.
Teachers and academic advisors should also monitor students'
use of AI tools and provide feedback to guide their balanced integration
into academic tasks.
IMPLICATIONS
DISCUSSION OF THE IMPLICATIONS OF THE FINDINGS FOR THE
FIELD, POLICY, OR PRACTICE
The findings of this study provide valuable insights into the
experiences of students in utilizing AI platforms for academic writing,
revealing significant implications for the field of education, institutional
policies, and teaching practices. The study highlights that students
frequently use AI platforms for efficiency, idea generation, and
grammar support, which underscores the growing reliance on
technology to address challenges in managing time-sensitive
assignments and understanding complex topics. This finding suggests
that educational institutions should recognize the increasing role of AI
in academic writing and develop strategies to incorporate AI literacy
into the curriculum, equipping students with the skills to use these tools
responsibly and effectively.
Additionally, the dual impact of AI tools on writing quality and
learning processes raises concerns that extend to both policy and
practice. While AI improves technical aspects like grammar, structure,
and vocabulary, the potential risks of over-reliance such as reduced
originality and critical thinking highlight the need for balanced
integration. Policies aimed at guiding ethical AI use, fostering creativity,
and preventing dependency should be prioritized. Furthermore,
21
educators should encourage practices that combine AI tools with
traditional methods of idea generation and intellectual engagement,
ensuring students maintain ownership of their learning processes.
Finally, the pervasive integration of AI across various academic
tasks and writing stages, as reported by participants, signals a shift in
students' learning habits. Institutions may need to adapt teaching
approaches to include reflective practices, where students critically
assess AI-generated outputs and align them with their ideas. Such
practices could bridge the gap between technological advancements
and core educational goals, ensuring that students develop
independent thinking skills alongside technological competence.
These implications highlight the importance of addressing the
opportunities and challenges posed by AI platforms to foster holistic
student development and maintain the integrity of academic writing.
22
REFERENCES
Alasgarova, R., & Rzayev, J. (2024). The Role of Artificial Intelligence in
Shaping High School Students' Motivation. International Journal of
Technology
in
Education
and
Science
(IJTES).
doi:https://doi.org/10.46328/ijtes.553
Daniel, J. (2020). Education and the COVID-19 pandemic. 91-96.
doi:https://doi.org/10.1007/s11125-020-09464-3
Estrellado, C. J., & Millar, G. (2023). ChatGPT: Towards Educational
Technology Micro-Level Framework. International Journal of Science,
Technology,
Engineering
and
Mathematics,
3,
101-127.
doi:10.53378/353035
Garrel, J., & Mayer, J. (2023). Artificial Intelligence in studies—use of
ChatGPT and AI-based tools among students in Germany. Humanities
and Social Sciences Communications, 10. doi:10.1057/s41599-02302304-7
Giray, L., Jacob, J., & Gumalin, D. (2023). Strengths, Weaknesses,
Opportunities, and Threats of Using ChatGPT in Scientific Research.
International Journal of Technology in Education, 7, 40-58.
doi:10.46328/ijte.618
Graham, S., Gillespie Rouse, A., & Mckeown, D. (2012). Writing: Importance,
development, and instruction. Reading and Writing, 26.
doi:10.1007/s11145-012-9395-2
Gültekin, Ö. (2023). The Influence of AI Writing Tools on the Content and
Organization of Students’ Writing: A Focus on EFL Instructors'
Perceptions. JOURNAL OF CURRENT DEBATES IN SOCIAL
SCIENCES, 2, 83-93. doi:10.29228/cudes.71701
Halaweh, M. (2023, March 07). ChatGPT in education: Strategies for
responsible implementation. Contemporary Educational Technology,
15. doi:10.30935/cedtech/13036
Imran, M., & Almusharraf, N. (2023, August 22). Analyzing the role of
ChatGPT as a writing assistant at higher education level: A systematic
review of the literature. Contemporary Educational Technology, 15, 114. doi:10.30935/cedtech/13605
Khosravi, H., Shum, S. B., Conati, C., Tsai, Y.-S., Kay, J., Knight, S., . . .
Gašević, D. (2022, January 01). Explainable Artificial Intelligence in
23
education. Computers and Education: Artificial Intelligence, 3, 100074.
doi://doi.org/10.1016/j.caeai.2022.100074
Liu, Y., Han, T., Han, T., Zhang, J., Yang, Y., Tian, J., . . . Ge, B. (2023).
Summary of ChatGPT-Related research and perspective towards the
future
of
large
language
models.
Meta-Radiology,
1.
doi:https://doi.org/10.1016/j.metrad.2023.100017
Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023, December 12).
The impact of AI writing tools on the content and organization of
students’ writing: EFL teachers’ perspective. 10. doi:doi:
10.1080/2331186X.2023.2236469
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023, November 08). A
Step-by-Step Process of Thematic Analysis to Develop a Conceptual
Model in Qualitative Research. International Journal of Qualitative
Methods, 22. doi:10.1177/16094069231205789
Nur Fitria, T. (2021). Artificial Intelligence (AI) In Education: Using AI Tools
for Teaching and Learning Process.
Selim, A. (2024, January 20). The Transformative Impact of AI-Powered Tools
on Academic Writing: Perspectives of EFL University Students.
International Journal of English Linguistics, 14, 14.
Selwyn, N. (2019). Should robots replace teachers?: AI and the Future of
Education (1st ed.). Polity Press.
Shafiee Rad, H., Alipour, R., & Afarpour, A. (2023). Using artificial intelligence
to foster students' writing feedback literacy, engagement, and
outcome:
a
case
of
Wordtune
application.
doi:10.1080/10494820.2023.2208170
Sumakul, D., Hamied, F., & Sukyadi, D. (2022). Students’ Perceptions of the
Use of AI in a Writing Class. doi:10.2991/assehr.k.220201.009
UNESCO. (2017). Reading the past, writing the future: fifty years of promoting
literacy. doi:https://doi.org/10.54675/DGPI6272
Xu, Z. (2024). AI in education: Enhancing learning experiences and student
outcomes. Applied and Computational Engineering, 104-111.
doi:10.54254/2755-2721/51/20241187
24
APPENDICES
25
APPENDIX A. Permission Letter for the School Head
November 18, 2024
VIOLETA B. CHENG
Principal
Kiburiao National High School
Kiburiao, Quezon, Bukidnon
Ma’am:
Greetings!
The undersigned is conducting a research study entitled: “Exploring Students'
Experiences with Artificial Intelligence (AI) in Academic Writing”. This is one
of the requirements for the subject EDUC 253 Qualitative Research at Central
Mindanao University, University Town, Musuan, Maramag, Bukidnon.
The study aims to explore the motivations behind students’ use of AI tools, the
effects of these tools on their writing and learning processes, and the extent of their
utilization for academic writing tasks. This research seeks to contribute valuable
insights into the impact of AI platforms on academic writing, which can inform
educators and institutions about how to guide students in this evolving educational
landscape best.
In line with this, I respectfully request permission to conduct my study in your school
and to involve Senior High School students as participants. Participation in this study
is entirely voluntary and will include activities such as interviews and surveys. I
would request further access to students' written outputs. Strict confidentiality
measures will be upheld to protect the privacy and identity of the participants, and
ethical research protocols will be adhered to throughout the process.
I am hopeful that you will consider my request. Your support would highly contribute
to the success of my research and, ultimately, to the growing body of knowledge in
this field.
Thank you so much, and may this request merit your most favorable action.
Very truly yours,
INDIRA JILL M. TAMPIPI
Researcher
26
APPENDIX B. Letter of Informed Consent for Student-Participants
November 18, 2024
Dear Ma’am/Sir:
Greetings!
I am Indira Jill M. Tampipi, a graduate student at Central Mindanao University,
conducting a study entitled “Exploring Students' Experiences with Artificial
Intelligence (AI) in Academic Writing.” This research is a requirement for my
subject, EDUC 253: Qualitative Research, and aims to explore students'
motivations for using AI platforms, the impact of AI reliance on their writing and
learning processes, and the extent of their utilization of such tools.
I would like to invite you to take part in this research study. Your participation is
essential to achieving its objectives. Participation involves engaging in interviews or
answering surveys related to your experiences with AI in academic writing.
Additionally, I am requesting access to samples of your written academic outputs as
supplementary data to analyze the effects of AI on your writing process. The entire
process will take approximately 30 minutes to 1 hour.
Please note that your participation in this study is completely voluntary. You may
choose not to participate or withdraw from the study at any point, even after giving
consent, without any consequences. All information you provide, including your
written outputs, will be kept strictly confidential and used solely for academic
purposes. Any identifying details will be anonymized in all reports, presentations, or
potential publications to ensure your privacy.
Additionally, interviews may be audio-recorded to ensure accurate data collection.
These recordings, along with your written outputs, will be securely stored. Please
be informed that the findings of this research may be considered for publication in
academic journals or conferences, but your identity will remain anonymous, and the
results of the analysis will be confidential in the manuscript or any future publications
of this study unless you have consented to be identified.
Your willingness to participate in this study will be of great help.
Thank you very much for considering my request. I look forward to your positive
response.
Very truly yours,
INDIRA JILL M. TAMPIPI
Researcher
27
CONSENT TO PARTICIPATE IN RESEARCH
You are hereby invited to be part of the study entitled “Exploring Students'
Experiences with Artificial Intelligence (AI) in Academic Writing.” This research
is being conducted by INDIRA JILL M. TAMPIPI as part of her requirements for
EDUC 253: Qualitative Research subject which aims to explore students'
motivations for using AI platforms, the impact of AI reliance on their writing and
learning processes, and the extent of their utilization of such tools.
Participation in this study is voluntary, and you have the right to withdraw at
any time without any consequences. As a participant, you will be asked to engage
in an interview or survey and provide samples of your academic writing for analysis.
All information you provide will be kept confidential, and your identity will remain
anonymous in any reports or publications resulting from this research, unless you
provide explicit consent to be identified. Audio recordings of the interview may be
made to ensure accurate data collection. These recordings and your written outputs
will be securely stored and use solely for this study.
By signing below, you consent to participate in this study and to allow access
to your written academic outputs.
I, ____________________________________, have read and understood the
information provided above. I voluntarily agree to:
1. Participate in this study and consent to the use of my responses for academic
purposes. I understand that I may withdraw from this study at any time
without any consequences.
2. Provide access to my written academic outputs for use as supplementary
data in this study.
3. Allow pictures, videos, and audio recordings of the interview.
Name: _______________________________
Signature: _____________________________
Date: _________________________________
28
APPENDIX C. Semi-structured Interview Protocol
Interview Protocol
Title of Research: Exploring Students' Experiences with Artificial Intelligence
(AI) in Academic Writing
Researcher: Indira Jill M. Tampipi
Institution: Central Mindanao University
Date:
1. Purpose of the Study
The purpose of this qualitative research is to explore the experiences
of students who utilize AI platforms in academic writing. This study aims to
explore the motivations for using these tools, their impact on writing and
learning processes, and the extent to which students rely on AI technologies
in their academic tasks.
2. Participants
The participants for this study will include five (5) undergraduate
students from Kiburiao National High School who have experience using AI
tools for academic writing.
3. Interview Structure
The interviews will be semi-structured, allowing for flexibility in
responses while ensuring that specific research questions are addressed.
Each interview will last approximately 30 to 45 minutes and will be conducted
in a quiet and comfortable setting, either in person or via an online platform.
4. Ethical Considerations
4a. Informed Consent: Participants will receive an informed consent form
explaining the study's purpose, their rights, and the voluntary nature of
participation. They will be required to sign this form before the interview.
4b. Confidentiality: All responses will be kept confidential and anonymized.
Identifying information will not be disclosed in any reports or publications
resulting from the research.
4c. Right to Withdraw: Participants have the right to withdraw from the study
at any time without any consequences.
5. Interview Proper
Part One: Demographic Information/Preliminary Questions
Questions
1. What is your year of strand and grade level?
2. Have you used any AI platforms for academic writing before? If yes,
please specify which platforms you have used.
Part Two: Interview Guide Questions
Questions
29
1a. What motivated you to use AI platforms for your academic writing
tasks?
1b. Which specific features of AI writing tools do you find most
beneficial?
1c. What challenges or difficulties in academic writing prompted you to
explore AI platforms?
1d. In what ways do AI platforms enhance your writing process compared
to traditional methods?
1e. To what extent do external pressures (such as time constraints or
grades) influence your decision to utilize AI in your writing? If so, how?
2a. How has your writing style or process evolved since you began using
AI tools?
2b. In what ways do AI platforms affect your ability to generate and
develop your ideas or arguments?
2c. How has your overall learning experience changed due to using AI for
writing?
2d. Do you use AI platforms more for generating ideas, organizing
content, or checking grammar and spelling?
2e. How confident do you feel in your writing skills when not using AI
tools?
Extent of AI Platform Utilization
3a. How often do you utilize AI platforms for your academic writing tasks?
3b. Which specific AI tools (e.g., ChatGPT, Quillbot, etc.) do you
frequently use, and for what specific functions?
3c. For which types of assignments do you most often rely on AI
platforms, and why?
3d. Do you engage with AI platforms throughout the entire writing process
(from brainstorming to final editing) or only during certain stages?
3e. How do you determine when and how extensively to use AI tools in
your writing projects?
Note: Probing questions will be asked based on the participants’ responses.
6. Post-Interview
At the end of the interview, participants will be thanked for their time
and contributions. They will also have the opportunity to ask questions or
share any additional thoughts related to the study.
7. Data Recording and Analysis
Interviews will be audio-recorded with participant consent and subsequently
transcribed for analysis. This study used thematic analysis following the step
-by-step process outlined by Naeem et al., (2023) in their work, "A Step-byStep Process of Thematic Analysis to Develop a Conceptual Model from
Qualitative Research”. This contemporary framework provided a systematic
and rigorous method to interpret qualitative data, ensuring that meaningful
patterns and themes were derived to address the research questions
effectively.
30
APPENDIX D. Sample of Validated Research Instrument
Interview Protocol
Title of Research: Exploring Students' Experiences with Artificial Intelligence
(AI) in Academic Writing
Researcher: Indira Jill M. Tampipi
Institution: Central Mindanao University
Date:
1. Purpose of the Study
The purpose of this qualitative research is to explore the experiences
of students who utilize AI platforms in academic writing. This study aims to
explore the motivations for using these tools, their impact on writing and
learning processes, and the extent to which students rely on AI technologies
in their academic tasks.
2. Participants
The participants for this study will include ten (10)-5 will do
undergraduate students from Kiburiao National High School who have
experience using AI tools for academic writing.
3. Interview Structure
The interviews will be semi-structured, allowing for flexibility in
responses while ensuring that specific research questions are addressed.
Each interview will last approximately 30 to 45 minutes and will be conducted
in a quiet and comfortable setting, either in person or via an online platform.
4. Ethical Considerations
4a. Informed Consent: Participants will receive an informed consent form
explaining the study's purpose, their rights, and the voluntary nature of
participation. They will be required to sign this form before the interview.
4b. Confidentiality: All responses will be kept confidential and anonymized.
Identifying information will not be disclosed in any reports or publications
resulting from the research.
4c. Right to Withdraw: Participants have the right to withdraw from the study
at any time without any consequences.
5. Interview Proper
Part One: Demographic Information/Preliminary Questions
Questions
Expert’s Validation
Essential
Useful but not essential, why?
1. What is your year of study- you can
change it in level and and course-use
strand?
Not Essential, why?
Essential
31
2. Have you used any AI platforms for
academic writing before? If yes,
please specify which platforms you
have used.
Part Two: Interview Guide Questions
Questions
Essential
Expert’s Validation
Essential
Useful but not essential,
why?
Not Essential, why?
Motivation for Using AI Platforms
1a. What motivated you to use AI
Essential
platforms for your academic writing
tasks?
1b. Which specific features of AI writing
tools do you find most beneficial?
1c. What challenges or difficulties in
Essential
academic writing prompted you to
explore AI platforms?
1d. In what ways do AI platforms
Essential
enhance your writing process
compared to traditional methods?
1e. To what extent do external
pressures (such as time constraints or
grades) influence your decision to
utilize AI in your writing? If so, how?
Effects of AI Platforms on Writing and Learning
2a. How has your writing style or
process evolved since you began using
AI tools?
2b. In what ways do AI platforms affect
your ability to generate and develop
your ideas or arguments?
2c. How has your overall learning
experience changed due to using AI for
writing?
2d. Do you use AI platforms more for
generating ideas, organizing content, or
checking grammar and spelling?
2e. How confident do you feel in your
writing skills when not using AI tools?
Essential
Essential
Essential
Extent of AI Platform Utilization
3a. How often do you utilize AI
platforms for your academic writing
tasks?
Effects of AI
Extent of AI P
Essential
32
3b. Which specific AI tools (e.g.,
ChatGPT, Quillbot, etc.) do you
frequently use, and for what specific
functions?
3c. For which types of assignments do
Essential
you most often rely on AI platforms, and
why?
3d. Do you engage with AI platforms
Essential
throughout the entire writing process
(from brainstorming to final editing) or
only during certain stages?
3e. How do you determine when and
how extensively to use AI tools in your
writing projects?
Note: Probing questions will be asked based on the participants’ responses.
6. Post-Interview
At the end of the interview, participants will be thanked for their time
and contributions. They will also have the opportunity to ask questions or
share any additional thoughts related to the study.
7. Data Recording and Analysis
Interviews will be audio-recorded with participant consent and subsequently
transcribed for analysis. This study used thematic analysis following the step
-by-step process outlined by Naeem et al., (2023) in their work, "A Step-byStep Process of Thematic Analysis to Develop a Conceptual Model from
Qualitative Research”. This contemporary framework provided a systematic
and rigorous method to interpret qualitative data, ensuring that meaningful
patterns and themes were derived to address the research questions
effectively.
ANDRELYN B. NACARIO, MAED
Name of Expert
Signature Over Printed Name
Date: October 22, 2024
33
APPENDIX E. Sample of Certificate of Validation
E.1
Certification of Instrument Validation
This is to certify that I, Andrelyn B. Nacario, have thoroughly reviewed and
validated the survey questionnaire developed by Indira Jill M. Tampipi for the study
titled "Exploring Students' Experiences with Artificial Intelligence (AI) in Academic
Writing."
After a careful evaluation of the questionnaire, I confirm that the instrument
is appropriate, clear, and relevant for gathering the necessary data in line with the
objectives of the study.
This certification is issued on this 22nd day of October 2024, at Kiburiao
National High School, Kiburiao, Quezon, Bukidnon.
ANDRELYN B. NACARIO, MAED
Teacher II
E.2
Certification of Instrument Validation
This is to certify that I, Larry J. Sultiz, have thoroughly reviewed and validated
the survey questionnaire developed by Indira Jill M. Tampipi for the study titled
"Exploring Students' Experiences with Artificial Intelligence (AI) in Academic
Writing."
After a careful evaluation of the questionnaire, I confirm that the instrument
is appropriate, clear, and relevant for gathering the necessary data in line with the
objectives of the study.
This certification is issued on this 22nd day of October 2024, at Kitaotao
National High School, Kitaotao, Bukidnon.
34
APPENDIX F. Transcripts of the Interview
F.1 Interview Transcript with Participant 1
Interviewer: Good morning! Thank you for taking your time to participate in this
interview for my research study, Exploring Students’ Experiences with Artificial
Intelligence (AI) in Academic Writing. The purpose of this study is to understand your
motivations for using AI platforms in academic writing, how these tools impact and
learning process, and the extent of their utilization in your tasks.
Your insights will be highly valuable in exploring the role of AI in education and its
effects on student learning. Please note that this interview is strictly confidential, and
your responses will be anonymized to protect your privacy. Feel free to share your
thoughts openly; there is no right or wrong answers. If you have any questions or
concerns before we begin, feel free to ask. Otherwise, let’s start!
Participant 1: I don’t have any questions pa pa po.
Interviewer: Let us begin our interview with this question, what is your strand and
grade level?
Participant 1: I am a Grade 12 STEM student ma’am.
Interviewer: Have you used any AI platforms for academic writing before? If yes,
please specify which platforms you have used.
Participant 1: Yes, I have used AI platforms before, such as Chatgpt and Quillbot.
Interviewer: What motivated you to use AI platforms for your academic writing tasks?
Participant 1: Actually ma’am, mga grade 12 nako po nakailag mga in ani. Wala man
gyud ko kaila unsa ang chatgpt sauna po kay dili man ko active sa soc-med po so
wala gyud ko na-introduce ana sauna po. Now lang po nga naggrade-12 ko.I started
using AI platforms because it helps me generate and organize ideas. It also helps me
correct my grammar and such.
Interviewer: Which specific features of AI writing tools do you find most beneficial?
Participant 1: Grammar checker po ma’am because I'm not really confident in my
grammar po. Hina kaayo ko ug english but I can make clear sentences naman po
without grammatical errors pero mas confident and comfy lang ko po if ma-grammar
check nako siya daan, Ma'am.
Interviewer: What challenges or difficulties in academic writing prompted you to
explore AI platforms?
Participant 1: I use AI platforms because I have difficulty on grammar and lack of
ideas po. Kanang every time po nga naa ko'y isulat like an essay po or any
assignments and dili ko satisfied sa akong mga ideas po, that's when mogamit dayon
ko ug AI po for any ideas nga pwede nako ma-add or magamit sa akong gisulat po.
35
Interviewer: In what ways do AI platforms enhance your writing process compared to
traditional methods?
Participant 1: It helps me enhance my grammar and ideas.
Interviewer: To what extent do external pressures (such as time constraints or grades)
influence your decision to utilize AI in your writing? If so, how?
Participant 1: External pressures doesn't influence my decision to use AI, I use AI for
personal development. Solely for improvement po. Ga-use ko ug AI po pero not to the
extent nga tanan ihatag niya po kay mao akong ipasa. I want to improve how my mind
works po from learning kung unsa ang mga techniques or mga way sa pagsulat po sa
AI. Like in my vocabulary po or grammar, I want to be better po.
Interviewer: How has your writing style or process evolved since you began using AI
tools?
Participant 1: It became more fluent and grammatically correct.
Interviewer: In what ways do AI platforms affect your ability to generate and develop
your ideas or arguments?
Participant 1: It helps me greatly, but I think it also has a negative effect on me. I
became too dependent on AI that I can't generate ideas properly without it.
Interviewer: How has your overall learning experience changed due to using AI for
writing?
Participant 1: It became easier and sufficient.
Interviewer: Do you use AI platforms more for generating ideas, organizing content,
or checking grammar and spelling? How confident do you feel in your writing skills
when not using AI tools?
Participant 1: In a scale of 10, it is 8/10. I am a campus journalist po so confident ata
ko sa akong writing po nga wala'y use sa AI po.
Interviewer: How often do you utilize AI platforms for your academic writing tasks?
Participant 1: 7 out of 10 writing tasks. Kay mostly jud po magpalaban jud ug AI
especially if kanang outputs kay ugma pa ipasa or naay time.
Interviewer: Which specific AI tools (e.g., ChatGPT, Quillbot, etc.) do you frequently
use, and for what specific functions?
Participant 1: ChatGPT for generating ideas and Quillbot for checking grammar.
Interviewer: For which types of assignments do you most often rely on AI platforms,
and why?
36
Participant 1: Mostly for essays and descriptions. It helps us make our assignments,
essays, and even solving math questions po.
Interviewer: Do you engage with AI platforms throughout the entire writing process
(from brainstorming to final editing) or only during certain stages?
Participant 1: Only in certain stages, it depends on my capability to do such. And
because sometimes po kay dili mao iyang ginahatag or lisod ra kaayo siya sabton, so
if in-ana po kay dili nako gamiton iyang gihatag po kay dili na siya believable nga
student ang naghimo.
Interviewer: How do you determine when and how extensively to use AI tools in your
writing projects?
Participant 1: When the topic is unfamiliar and when I think my ideas aren't enough.
Interviewer: Thank you so much for sharing your experiences and insights. Your
contributions will greatly help in understanding the impact of AI platforms on academic
writing and learning. If you have any additional thoughts or experiences you would like
to share, you are welcome to contact me later through my email:
tampipiindirajill12@gmail.com or you may call or text me in this mobile number
09268426389. I will also keep you updated about the progress of this study of you
wish to know the findings of this study. Once again, thank you so much for your time
and for being an important part of this research. Have a great day!
37
F.2 Interview Transcript with Participant 2
Interviewer: Good morning! Thank you for taking your time to participate in this
interview for my research study, Exploring Students’ Experiences with Artificial
Intelligence (AI) in Academic Writing. The purpose of this study is to understand your
motivations for using AI platforms in academic writing, how these tools impact and
learning process, and the extent of their utilization in your tasks.
Your insights will be highly valuable in exploring the role of AI in education and its
effects on student learning. Please note that this interview is strictly confidential, and
your responses will be anonymized to protect your privacy. Feel free to share your
thoughts openly; there is no right or wrong answers. If you have any questions or
concerns before we begin, feel free to ask. Otherwise, let’s start!
Participant 2: I don’t have any questions pa ma’am.
Interviewer: Let us begin our interview with this question, what is your strand and
grade level?
Participant 2: I am currently in Grade 12, studying STEM.
Interviewer: Have you used any AI platforms for academic writing before?
Participant 2: Yes, I have used AI platforms before, especially ChatGPT and Quillbot.
Interviewer: What motivated you to use AI platforms for your academic writing tasks?
Participant 2: I used AI because it quickly generates ideas, which helps me write
easier and faster. Bali gagamit ko'g AI, Ma'am, kay para makakuha ko'g idea sa mga
topics na dili ko familiar. Dayon AI helps me to write easier po kay it generates ideas
quickly.
Interviewer: Which specific features of AI writing tools do you find most beneficial?
Participant 2: The specific feature of AI writing tools I find most beneficial is its ability
to produce requested content quickly, helping me understand confusing topics.
Interviewer: What challenges or difficulties in academic writing prompted you to
explore AI platforms?
Participant 2: Limited ideas or knowledge on certain topics prompts my AI usage.
Interviewer: In what ways do AI platforms enhance your writing process compared to
traditional methods?
Participant 2: It enhances my writing structure and efficiency.
Interviewer: To what extent do external pressures influence your decision to utilize
AI?
Participant 2: I utilize AI for personal growth, not external pressures.
38
Interviewer: What I mean with external pressures are grades, pressured to get higher
scores, so do any of these factors influence you to utilize AI?
Participant 2: I utilize AI for personal growth jud ma’am, naa man jud na dako imong
grades kay chada mag output ang AI pero para sa akoa ma’am, pang enhance man
siyag ideas ma’am ug machada sa output. Maka-save man gud kag time so dali ra jud
siya.
Interviewer: How has your writing style or process evolved?
Participant 2: It evolved from complicated to concise. Kanang imong organization sa
ideas kay gubot machada man siya.
Interviewer: How do AI platforms affect your ability to generate and develop ideas?
Participant 2: AI helps me think more critically and effectively. Though AI generated
ang imong output ma’am, mamili ug imo man sad eassess if katong gihatag sa AI kay
tama. Mahalata man sad gud sa teacher if gichatgpt maong magamit jud pud imong
critical thinking ug imong skill to write ma’am kay ikaw man magpili sa ideas or unsaon
nimu nga imong ideas kay mapachada sa AI pero dili obvious nga dili to imohang idea,
in ana gud ma’am.
Interviewer: Yes, I got your point. So, how has your overall learning experience
changed?
Participant 2: It helps me learn unfamiliar topics and vocabulary more easily. Dali ra
kayo imong assignment pag gamitan ug AI ma’am ui.
Interviewer: Do you use AI for generating ideas, organizing content, or checking
grammar?
Participant 2: I use AI for all three purposes. For generating ideas, organizing
content, and checking grammar.
Interviewer: How confident are you in your writing skills without AI?
Participant 2: My writing confidence is 7.5 out of 10. I am a journalist; I write sports
news po pero sa Filipino ko journalist pero makasulat man japun kog impromptu
ma’am kung kana najud largo ang deadline.
Interviewer: How often do you use AI platforms?
Participant 2: I use AI for 8 out of 10 tasks, depending on my capability. Kay usahay
samot nag assignment ginagamitan jud nako siyag AI ma’am unya most of the written
output nga tag-as kay eassignment mana maong murag 8 out of 10 tasks jud.
Interviewer: Which AI tools do you frequently use?
39
Participant 2: ChatGPT, for idea generation and explanation so with Quilbot ma’am
kay if AI generated kayo imong output maparaphrase man sa Quilbot.
Interviewer: Which assignment types do you rely on AI for?
Participant 2: Essays, because I'm not confident in my ideas alone and most of the
written assignments kay essays man ma’am, mao nay murag lisud sa ako as
estudyante tapos dugay pajud kayo ko gakahuman ug sulat if I am to write on my own.
Interviewer: At what stages do you engage with AI?
Participant 2: AI engagement occurs during specific stages, depending on topic
familiarity pero if I don’t have time to do the assignments like the deadline kay dool na
ma’am mag-AI najud ko ana tanan. Ginarevise and rephrase na daun nako after
nakagenerate ang AI ug answer or essay.
Interviewer: When do you determine AI usage?
Participant 2: When facing topic unfamiliarity and lack of ideas. Mablangko ko ma’am
tapos kana lagging ang deadline kay hapit na. As a student po, AI is beneficial because
it helps me write and understand quickly, but gamiton lang dapat siya for support, dili
dapat muabot sa point na dependent na kaayo sa AI.
Interviewer: Thank you so much for sharing your experiences and insights. Your
contributions will greatly help in understanding the impact of AI platforms on academic
writing and learning. If you have any additional thoughts or experiences you would like
to share, you are welcome to contact me later through my email:
tampipiindirajill12@gmail.com or you may call or text me in this mobile number
09268426389. I will also keep you updated about the progress of this study of you
wish to know the findings of this study. Once again, thank you so much for your time
and for being an important part of this research. Have a great day!
40
F.3 Interview Transcript with Participant 3
Interviewer: Good morning! Thank you for taking your time to participate in this
interview for my research study, Exploring Students’ Experiences with Artificial
Intelligence (AI) in Academic Writing. The purpose of this study is to understand your
motivations for using AI platforms in academic writing, how these tools impact and
learning process, and the extent of their utilization in your tasks.
Your insights will be highly valuable in exploring the role of AI in education and its
effects on student learning. Please note that this interview is strictly confidential, and
your responses will be anonymized to protect your privacy. Feel free to share your
thoughts openly; there is no right or wrong answers. If you have any questions or
concerns before we begin, feel free to ask. Otherwise, let’s start!
Participant 3: I don’t have any questions pa pa ma’am.
Interviewer: Let us begin our interview with this question, what is your strand and
grade level?
Participant 3: I am now a Grade 12 STEM student.
Interviewer: Have you used any AI platforms for academic writing before? If yes,
please specify which platforms you have used.
Participant 3: Yes, I have used the ChatGPT now and before.
Interviewer: What motivated you to use AI platforms for your academic writing tasks?
Participant 3: It is easy to use and can give your ideas or inspiration when writing
academic tasks, that's what motivated me.
Interviewer: Which specific features of AI writing tools do you find most beneficial?
Participant 3: The specific feature of AI writing tools I find most beneficial is its
multilingual support. You can ask using Tagalog even if you want an English output. In
ana po. Dali ra kayo maghatag ug answer so dali raka mahuman sa imong gusto nga
output.
Interviewer: What challenges or difficulties in academic writing prompted you to
explore AI platforms?
Participant 3: Lack of idea or inspiration. If wala koy idea jud ma’am. Magpalaban na
dayon kog chatgpt ana.
Interviewer: In what ways do AI platforms enhance your writing process compared to
traditional methods?
Participant 3: AI really provides me with ideas and inspiration for a certain topic.
Interviewer: To what extent do external pressures (such as time constraints or grades)
influence your decision to utilize AI in your writing? If so, how?
41
Participant 3: So far, external pressures didn't influence me to utilize AI in my writing.
Pero sure man jud ta ma’am nga para mo better ang atong esubmit nga output.
Interviewer: How has your writing style or process evolved since you began using AI
tools?
Participant 3: It significantly improved my outputs. My organization of ideas became
better jud ma’am ay.
Interviewer: In what ways do AI platforms affect your ability to generate and develop
your ideas or arguments?
Participant 3: In a way that it in encourages me to think deeper, comprehend, and
analyze my ideas or arguments. It also gives you direction or suggestions to improve
your ideas.
Interviewer: How has your overall learning experience changed due to using AI for
writing?
Participant 3: Learning becomes easier and faster due to using AI for writing. As a
student, AI is beneficial in writing, for the reason that it can offer you a wide range of
knowledge, ideas and suggestions. It can also identify and correct your errors in writing
which can save me a lot of time.
Interviewer: Do you use AI platforms more for generating ideas, organizing content,
or checking grammar and spelling? How confident do you feel in your writing skills
when not using AI tools?
Participant 3: In a scale of 10, it is 7/10. That's how confident I feel in my writing
skills when not using AI tools. I can write man ma’am if seatwork though dili jud in ana
ka organize ug ka chada sa output with AI. Pero confident jud ko ma’am bisan walay
AI. Makabuhat jud ko.
Interviewer: How often do you utilize AI platforms for your academic writing tasks?
Participant 3: Almost every time when I'm writing an academic task. In ana ko ka
dependent na sa AI ma’am though beneficial jud siya. Grabi jud, pero naa jud siyay
bad side, na reliaze man ko na ma’am pero kailangan man gud. Pero, I think, I think
lang ma’am ha, even though I am confident to write without AI but I think its negative
effects will leave a bigger impact in the long run. I can’t generate unique ideas properly
anymore kanang bongga jud lahi rajud basta AI.
Interviewer: Which specific AI tools (e.g., ChatGPT, Quillbot, etc.) do you frequently
use, and for what specific functions?
Participant 3: ChatGPT, for academic writing and generating photos.
Interviewer: For which types of assignments do you most often rely on AI platforms,
and why?
42
Participant 3: Essay, because I always feel like my ideas are not enough. AI
generates ideas quickly and it is very convenient especially if you are doing essays
ma’am.
Interviewer: Do you engage with AI platforms throughout the entire writing process
(from brainstorming to final editing) or only during certain stages?
Participant 3: It depends on what I needed the most. But murag in ana jud ma’am.
Kay if mag write ko I use AI and then some parts akoa ipaenhance lang pero more on
usahay sa AI man tanan, mag assess lang ko if tama ba to iyang gina-provide.
Interviewer: How do you determine when and how extensively to use AI tools in your
writing projects?
Participant 3: AI jud ko largo ma’am pag mga essay na tapos ugma pa or sunod
adlaw pang deadline. When I'm not familiar with the topic or I am lacking an
information, rescue jud ng AI.
Interviewer: Thank you so much for sharing your experiences and insights. Your
contributions will greatly help in understanding the impact of AI platforms on academic
writing and learning. If you have any additional thoughts or experiences you would like
to share, you are welcome to contact me later through my email:
tampipiindirajill12@gmail.com or you may call or text me in this mobile number
09268426389. I will also keep you updated about the progress of this study of you
wish to know the findings of this study. Once again, thank you so much for your time
and for being an important part of this research. Have a great day!
43
F.4 Interview Transcript with Participant 4
Interviewer: Good morning! Thank you for taking your time to participate in this
interview for my research study, Exploring Students’ Experiences with Artificial
Intelligence (AI) in Academic Writing. The purpose of this study is to understand your
motivations for using AI platforms in academic writing, how these tools impact and
learning process, and the extent of their utilization in your tasks.
Your insights will be highly valuable in exploring the role of AI in education and its
effects on student learning. Please note that this interview is strictly confidential, and
your responses will be anonymized to protect your privacy. Feel free to share your
thoughts openly; there is no right or wrong answers. If you have any questions or
concerns before we begin, feel free to ask. Otherwise, let’s start!
Participant 4: I don’t have any questions ma’am so we can start the interview na
ma’am.
Interviewer: Okay so, let us begin our interview with this question, what is your strand
and grade level?
Participant 4: I am now a Grade 12 STEM - SHS
Interviewer: Have you used any AI platforms for academic writing before? If yes,
please specify which platforms you have used.
Participant 4: Daghan kog na gamit ma’am ay, kuan, ChatGpt, Perplexity AI, Quillbot,
Zerogpt. Kana ma’am.
Interviewer: What motivated you to use AI platforms for your academic writing tasks?
Participant 4: It's the fact that that it is convenient especially in building a foundation
for understanding a certain lesson. Kay sa foundation jud, Ma'am, sa akoang output.
Kay usahay if wala na jud musulod sa akoang utok unsaon, I can ask AI for help.
Interviewer: Which specific features of AI writing tools do you find most beneficial?
Participant 4: It's summarization something, like if mag-ask ka ug questions, ang
ihatag nga answer is based on multiple online sources.
Interviewer: What challenges or difficulties in academic writing prompted you to
explore AI platforms?
Participant 4: Writing an academic text is time-consuming especially if need siya ug
studies mao nang mas madalian ko maggamit ug ai kay paspas.
Interviewer: In what ways do AI platforms enhance your writing process compared to
traditional methods?
Participant 4: Using Ai allow me to enhance my writing skills and organize my
thoughts logically. They provide a framework for me to take inspiration on which
compared to traditional writing, makes it easier to write. Pero outline ra akoang
44
ginapabuhat, Ma'am, silbi ako na sulat pero kung unsa akoang ganahan sa iyahang
ipang-istorya sundon nako. Tapos gina-use dayun nako siya as critic, Ma'am, to further
improve my output.
Interviewer: To what extent do external pressures (such as time constraints or grades)
influence your decision to utilize AI in your writing? If so, how?
Participant 4: Writing became faster as ai provides me studies/ evidences and it also
helps me organize my thoughts.
Interviewer: How has your writing style or process evolved since you began using AI
tools?
Participant 4: AI allows me to think outside the box instead of restricting myself on
common arguments.
Interviewer: In what ways do AI platforms affect your ability to generate and develop
your ideas or arguments?
Participant 4: My learning experience was easier.
Interviewer: Do you use AI platforms more for generating ideas, organizing content,
or checking grammar and spelling?
Participant 4: Yes. AI is beneficial for a student who balances multiple tasks. For one,
it allows me to write academic outputs in a short time as it cuts down the time I
consume for brain storming. It also serves as my shortcut to google when I want to
ask specific questions. It can also help us realize my mistakes, char, kay it can be
used as a critic. Tapos sa research pud, Ma'am, hago man jud mangita ug RRL but
with AI isa ra ka sentence about your topic daghan na dayon manggawas edi di kaayo
ko ma-stress sige's basa ug daghan, and kung naa'y assignments, pwede rako ka-ask
ug helo instead of watching a wholle ahh video of that lesson. Ka-himo pud siya ug
notes nako pag-hapit na exam unya magtinapulan ko ug sulat. All in all, chada jud ang
AI kung student ka kay di lang mapadali ang imohang kinabuhi, daghan pud ka' matunan... tambay man gud ko's chatgpt, Ma'amng ideas, organizing content, or checking
grammar and spelling?
Interviewer: How confident do you feel in your writing skills when not using AI tools?
Participant 4: Not that confident, Pero makabuhat man ko ma’am. Akong output okay
raman ma’am, hahaha. Nagsugod ko pangayo ug help sa AI mga tunga-tunga sa
grade 11 maong di kaayo ko maglisod if magbuhat ko'g mga essay
Interviewer: How often do you utilize AI platforms for your academic writing tasks?
Participant 4: Pretty often
Interviewer: Which specific AI tools (e.g., ChatGPT, Quillbot, etc.) do you frequently
use, and for what specific functions?
45
Participant 4: Chatgpt - for questions on a matter, Quillbot - for grammar checker,
and perplixity AI - for finding related literatures
Interviewer: For which types of assignments do you most often rely on AI platforms,
and why?
Participant 4: Research-based assignments. Essays or mga longer forms of writings
gud ma’am. Super convenient man gud ang mga in ani kay largo generate ug ideas
maghatag rakag topic, mugawas ng answer or essay ba nimu nga gipabuhat.
Interviewer: Do you engage with AI platforms throughout the entire writing process
(from brainstorming to final editing) or only during certain stages?
Participant 4: I engage all throughout. If wa nay time ma’am, ihatag na nako sa
chatgpt tanan. Igo nalang ko magpaste sa akong answer sa word file daun assess
gamay if mao ba to nga output akong gusto. Dili sad ko mag kompyansa ma’am kay
basin dili mao ang gihatag masapnan na noon kos teacher.
Interviewer: How do you determine when and how extensively to use AI tools in your
writing projects?
Participant 4: If I know I can do the activity myself, I won't use AI and when we are
not allowed in the classroom to use our mobile phones, I can write man ma’am,
promise. I can give you sample gani kay naa pamn koy output diri nga walay AI versus
naay AI pero naa jud makita nga difference ma’am ha kay bright man kaayong AI.
Interviewer: Thank you so much for sharing your experiences and insights. Your
contributions will greatly help in understanding the impact of AI platforms on academic
writing and learning. If you have any additional thoughts or experiences you would like
to share, you are welcome to contact me later through my email:
tampipiindirajill12@gmail.com or you may call or text me in this mobile number
09268426389. I will also keep you updated about the progress of this study of you
wish to know the findings of this study. Once again, thank you so much for your time
and for being an important part of this research. Have a great day!
46
F.5 Interview Transcript with Participant 5
Interviewer: Good morning! Thank you for taking your time to participate in this
interview for my research study, Exploring Students’ Experiences with Artificial
Intelligence (AI) in Academic Writing. The purpose of this study is to understand your
motivations for using AI platforms in academic writing, how these tools impact and
learning process, and the extent of their utilization in your tasks.
Your insights will be highly valuable in exploring the role of AI in education and its
effects on student learning. Please note that this interview is strictly confidential, and
your responses will be anonymized to protect your privacy. Feel free to share your
thoughts openly; there is no right or wrong answers. If you have any questions or
concerns before we begin, feel free to ask. Otherwise, let’s start!
Participant 5: I don’t have any questions pa pa po.
Interviewer: What is your year of study and your major?
Participant 5: Currently in Grade 12, studying STEM
Interviewer: Have you used any AI platforms for academic writing before? If yes,
please specify which platforms you have used.
Participant 5: Yes, I have used AI Platforms such as ChatGPT
Interviewer: What motivated you to use AI platforms for your academic writing tasks?
Participant 5: I use AI to help me express my ideas thoroughly,
Interviewer: Which specific features of AI writing tools do you find most beneficial?
Participant 5: Kuan po ang tools nga akong ginagamit kay grammar checker, text
summarization, and sentence style analysis
Interviewer: What challenges or difficulties in academic writing prompted you to
explore AI platforms?
Participant 5:
barrenness
The lack of confidence on my own grammar and Intellectual
Interviewer: In what ways do AI platforms enhance your writing process compared to
traditional methods?
Participant 5: It helps me accurately correct my writing errors. As a student po, my
stand is Beneficial ang AI pero there are limits sa paggamit. Ang benefits aning AI is
maka reduce jud siyag human errors, maka save sya ug time, summarize ug mga text,
help ug solve sa mga complex nga mathematical problems pero kini is to guide lang
ang mga studyante ug aron makabalo mi next time ug unsa among buhaton, kay ug
sige nalang ug gamit sa AI mag depende nalang tanang output nimo sa AI ang result
is maka reduce sya'g creativity, uniqueness, and dili ka maka generate ug imong own
ideas kay dependent na kaayo sa AI
47
Interviewer: To what extent do external pressures (such as time constraints or grades)
influence your decision to utilize AI in your writing? If so, how?
Participant 5: External pressures do not influence my decision to use AI, I use AI for
my own progress and advancement. Gagamit kog AI sa akoa writings po kay aron ma
enhance pa ang akoang ginasulat ug mas ma elaborate ang akoang idea nga gusto
isulat, Dako pd kaayog tabang ang AI sa akoa gumikan kay naa silay tools nga
pangpolish sa akoang academic papers ug pwede pd sya pangutan-on ug mga
questions nga for clarifications and explanation para sa mga topics nga uncommon
para sa akoa
Interviewer: How has your writing style or process evolved since you began using AI
tools?
Participant 5: Honestly, my writing style have been influenced so much by AI that it
improved but became less creative
Interviewer: In what ways do AI platforms affect your ability to generate and develop
your ideas or arguments?
Participant 5: AI Helped me a lot, but I do think its negative effects will leave a bigger
impact in the long run. For me, I have been too dependent on AI tools lately that I can’t
generate unique ideas properly.
Interviewer: How has your overall learning experience changed due to using AI for
writing?
Participant 5: It became a lot easier. Dali rajud ang task kung gamitag AI ma’am ay
mao najud ni rason nganong kami student gaka rely nag taman sa AI kay halos isa ka
click gawas naman gud ang answer.
Interviewer: Do you use AI platforms more for generating ideas, organizing content,
or checking grammar and spelling? How confident do you feel in your writing skills
when not using AI tools?
Participant 5: 6 out of 10. Makasulat gihapon po maka generate jud ug idea pero
daghan jud ug mga error like sa grammar po, ang pagka organize sa ideas, ang pag
construct sa sentences po and such ug on the spot nga paghimo ug essay ma'am
syempre without AI jud for Fairness jd pd pero ug output nga kanang ipass next day,
with AI akoa pilion para sa less error and better final output.
Interviewer: How often do you utilize AI platforms for your academic writing tasks?
Participant 5: I use AI often when writing academic writing tasks, 9/10
Interviewer: Which specific AI tools (e.g., ChatGPT, Quillbot, etc.) do you frequently
use, and for what specific functions?
48
Participant 5: The tools I use are ChatGPT, to generate uncommon ideas and provide
explanation. Bali kato ako ingun ganina ma’am ba, grammar checker, text
summarization, and sentence style analysis pati pud contextual suggestions.
Interviewer: For which types of assignments do you most often rely on AI platforms,
and why?
Participant 5: Essays, because I am not confident with my ideas most of the time.
Interviewer: Do you engage with AI platforms throughout the entire writing process
(from brainstorming to final editing) or only during certain stages?
Participant 5: Only during brainstorming and certain stages like sa draft ma’am or
pagsugod palang kay siya namn dayon mag edit ang AI.
Interviewer: How do you determine when and how extensively to use AI tools in your
writing projects?
Participant 5: When I engage with unfamiliar topics and when I do not have enough
knowledge and ideas aligned to the topic
Interviewer: Thank you so much for sharing your experiences and insights. Your
contributions will greatly help in understanding the impact of AI platforms on academic
writing and learning. If you have any additional thoughts or experiences you would like
to share, you are welcome to contact me later through my email:
tampipiindirajill12@gmail.com or you may call or text me in this mobile number
09268426389. I will also keep you updated about the progress of this study of you
wish to know the findings of this study. Once again, thank you so much for your time
and for being an important part of this research. Have a great day!
49
APPENDIX G. Summary of Participants’ Responses on Focus Areas of Interview
Questions.
Focus Area
Participant 1
Participant 2
Participant 3
Participant 4
Participant 5
Motivation for
Using AI
Helps
generate
ideas and
correct
grammar
Helps
generate ideas
quickly and
write faster
Provides
ideas and
inspiration
Convenient
for building
foundational
understanding
of a topic
Helps express
ideas
thoroughly
Beneficial
Features
Grammar
checker
Quick content
generation
Multilingual
support
Grammar
checker, text
summarization
, and sentence
style analysis
Challenges in Difficulty with
Writing
grammar and
lack of ideas
Limited
knowledge of
certain topics
Lack of ideas
Impact on
Writing
Process
Enhances
grammar and
ideas
Enhances
structure and
efficiency
Provides a
framework for
organization
Confidence
Without AI
8/10
7.5/10
7/10
Frequency of
Use
7 out of 10
writing tasks
8 out of 10
tasks
Almost every
academic
task
AI Tools
Used
ChatGPT
(idea
generation),
Quillbot
(grammar
checking)
ChatGPT,
Quillbot
ChatGPT
Most
Common
Assignments
Essays and
descriptions
Essays
Essays
Summarizatio
n and
answers
based on
multiple
sources
Timeconsuming
academic
texts,
especially
researchbased
assignments
Improves
logical
structure and
provides
critiques
Limited
confidence
but capable of
writing
outputs
independently
Frequently
used for
researchbased and
long-form
assignments
ChatGPT
(questions),
Quillbot
(grammar),
Perplexity AI
(literature
review)
Researchbased
assignments
Lack of
confidence in
grammar and
generating
unique ideas
Helps reduce
errors and
improve clarity
6/10
9 out of 10
tasks
ChatGPT
(ideas),
grammar
checker,
summarization
tools
Essays
50
APPENDIX H. Coded Segments of the Participants’ Responses of Interview Questions
H.1 Participant 1
Interviewer: Good morning! Thank you for taking your time to participate in this
interview for my research study, Exploring Students’ Experiences with Artificial
Intelligence (AI) in Academic Writing. The purpose of this study is to understand your
motivations for using AI platforms in academic writing, how these tools impact and
learning process, and the extent of their utilization in your tasks.
Your insights will be highly valuable in exploring the role of AI in education and its
effects on student learning. Please note that this interview is strictly confidential, and
your responses will be anonymized to protect your privacy. Feel free to share your
thoughts openly; there is no right or wrong answers. If you have any questions or
concerns before we begin, feel free to ask. Otherwise, let’s start!
Participant 1: I don’t have any questions pa pa po.
Interviewer: Let us begin our interview with this question, what is your strand and
grade level?
Participant 1: I am a Grade 12 STEM student ma’am.
Interviewer: Have you used any AI platforms for academic writing before? If yes,
please specify which platforms you have used.
Participant 1: Yes, I have used AI platforms before, such as Chatgpt and Quillbot.
Interviewer: What motivated you to use AI platforms for your academic writing tasks?
Participant 1: Actually ma’am,
grade 12
nakailag mga in ani. Wala man
Quick mga
Generation
of nako poEnhancing
gyud ko kaila unsa ang chatgpt Ideas
sauna po kay dili man
ko activeOrganization
sa soc-med po so
and
Structure
wala gyud ko na-introduce ana sauna po. Now lang po nga naggrade-12 ko.I started
using AI platforms because it helps me generate and organize ideas. It also helps me
correct my grammar and such.
Grammar Improvement
Interviewer: Which specific features of AI writing tools do you find most beneficial?
Grammar Improvement
Participant 1: Grammar checker po ma’ammar
because I'm not really confident in my
grammar po. Hina kaayo ko ug english but I can make clear sentences naman po
without grammatical errors pero mas confident and comfy lang ko po if ma-grammar
check nako siya daan, Ma'am.
Grammar Improvement
Interviewer: What challenges or difficulties in academic mar
writing prompted you to
Quick Generation of
explore AI platforms?
Grammar Improvement
Ideas
Participant 1: I use AI platforms because I have difficulty
on grammar and lack of
mar
ideas po. Kanang every time po nga naa ko'y isulat like an essay po or any
assignments and dili ko satisfied sa akong mga ideas po, that's when mogamit dayon
ko ug AI po for any ideas nga pwede nako ma-add or magamit sa akong gisulat po.
Refined Writing Quality
mar
51
Interviewer: In what ways do AI platforms enhance your writing process compared to
traditional methods?
Participant 1: It helps me enhance my grammar and ideas.
Interviewer: To what extent do external pressures (such as time constraints or grades)
influence your decision to utilize AI in your writing? If so, how?
Participant 1: External pressures doesn't influence my decision to use AI, I use AI for
personal development. Solely for improvement po. Ga-use ko ug AI po pero not to the
extent
nga tanan
ihatag niya po kay mao akong ipasa. I want to improve how my mind
Vocabulary
Enhancement
Improvement
works po from learning kung unsa Grammar
ang mga techniques
or mga way sa pagsulat po sa
AI. Like in my vocabulary po or grammar, I want
to
be
better
po.
mar
Interviewer: How has your writing style or process evolved since you began using AI
tools?
Refined Writing Quality
Grammar Improvement
Participant 1: It becamemar
more fluent and grammatically correct.
mar
Interviewer: In what ways do AI platforms affect your
abilityGenerating
to generate and develop
Difficulty
your ideas or arguments?
Unique Ideas
Refined Writing Quality
margreatly, but I think it also has mar
Participant 1: It helps me
a negative effect on me. I
became too dependent on AI that I can't generate ideas properly without it.
Interviewer: How has your overall learning experience changed due to using AI for
writing?
Addressing Time Constraints
Participant 1: It became easier
marand sufficient.
Interviewer: Do you use AI platforms more for generating ideas, organizing content,
or checking grammar and spelling? How confident do you feel in your writing skills
when not using AI tools?
Participant 1: In a scale of 10, it is 8/10. I am a campus journalist po so confident ata
ko sa akong writing po nga wala'y use sa AI po.
Frequent Use of AI for Essays
Interviewer: How often do you utilize AI platforms for your academic writing tasks?
and Research Papers
Participant 1: 7 out of 10
writing tasks. Kay mostly jud po magpalaban jud ug AI
mar
especially if kanang outputs kay ugma pa ipasa or naay time.
Addressing Time Constraints
Interviewer: Which specific AI tools (e.g., ChatGPT, Quillbot, etc.) do you frequently
use, and for what specific functions?
mar
Grammar Improvement
Participant 1: ChatGPT for generating ideas and Grammarly for mar
checking grammar.
Quick
Generation
of
Interviewer: For which
types
of assignments
do you most often rely on AI platforms,
Ideas
and why?
52
Participant 1: Mostly for essays and descriptions. It helps us make our assignments,
essays, and even solving math questions po.
Frequent Use of AI for Essays
and Research
Interviewer: Do you engage
with AIPapers
platforms throughout the entire writing process
(from brainstorming to final editing)
mar or only during certain stages?
Participant 1: Only in certain stages, it depends on my capability to do such. And
because sometimes po kay dili mao iyang ginahatag or lisod ra kaayo siya sabton, so
Support
Multiple
Writing
if in-ana po kay dili
nako for
gamiton
iyang
gihatag po kay dili na siya believable nga
Stages
student ang naghimo.
Interviewer: How do you determine when and how extensively to use AI tools in your
Brainstorming Support
writing projects?
Participant 1: When the topic is unfamiliar and when I think my ideas aren't enough.
Interviewer: Thank you so much for sharing your experiences and insights. Your
contributions will greatly help in understanding the impact of AI platforms on academic
writing and learning. If you have any additional thoughts or experiences you would like
to share, you are welcome to contact me later through my email:
tampipiindirajill12@gmail.com or you may call or text me in this mobile number
09268426389. I will also keep you updated about the progress of this study of you
wish to know the findings of this study. Once again, thank you so much for your time
and for being an important part of this research. Have a great day!
53
H.2 Participant 2
Interviewer: Good morning! Thank you for taking your time to participate in this
interview for my research study, Exploring Students’ Experiences with Artificial
Intelligence (AI) in Academic Writing. The purpose of this study is to understand your
motivations for using AI platforms in academic writing, how these tools impact and
learning process, and the extent of their utilization in your tasks.
Your insights will be highly valuable in exploring the role of AI in education and its
effects on student learning. Please note that this interview is strictly confidential, and
your responses will be anonymized to protect your privacy. Feel free to share your
thoughts openly; there is no right or wrong answers. If you have any questions or
concerns before we begin, feel free to ask. Otherwise, let’s start!
Participant 2: I don’t have any questions pa ma’am.
Interviewer: Let us begin our interview with this question, what is your strand and
grade level?
Participant 2: I am currently in Grade 12, studying STEM.
Interviewer: Have you used any AI platforms for academic writing before?
Participant 2: Yes, I have used AI platforms before, especially ChatGPT and Quillbot.
Generation
of academic writing tasks?
Interviewer: What motivated you to use Quick
AI platforms
for your
Ideas
Addressing
Time
Constraints
Participant 2: I used AI because it quickly generates ideas, which helps me write
easier and faster.
mar Bali gagamit ko'g AI, Ma'am, kay para makakuha ko'g idea sa mga
topics na dili ko familiar. Dayon AI helps me to write easier po kay it generates ideas
quickly.
Quick Generation of
Interviewer: Which specific features of AI writing tools do you find
most beneficial?
Ideas
Participant 2: The specific feature of AI writing tools I find most beneficial is its ability
to produce requested content quickly, helping me understand confusing topics.
Interviewer: What challenges or difficulties in academic writing prompted you to
explore AI platforms?
Participant 2: Limited ideas or knowledge on certain topics prompts my AI usage.
Interviewer: In what ways do AI platforms enhance your writing process compared to
traditional methods?
Refined Writing Quality
Participant 2: It enhances mar
my writing structure and efficiency.
Addressing Time Constraints
Interviewer: To what extent do external pressures influence your decision to utilize
AI?
mar
Participant 2: I utilize AI for personal growth, not external pressures.
54
Interviewer: What I mean with external pressures are grades, pressured to get higher
scores, so do any of these factors influence you to utilize AI?
Participant 2: I utilize AI for personal growth jud Addressing
ma’am, naaTime
man Constraints
jud na dako imong
grades kay chada mag output ang AI pero para sa akoa ma’am, pang enhance man
mar
siyag ideas ma’am ug machada sa output. Maka-save man gud kag time so dali ra jud
siya.
Enhancing Organization
Interviewer: How has your writing style or process evolved? and Structure
Participant 2: It evolved from complicated to concise. Kanang imong organization sa
ideas kay gubot machada man siya.
Interviewer: How do AI platforms affect your ability to generate and develop ideas?
Participant 2: AI helps me think more critically and effectively. Though AI generated
ang imong output ma’am, mamili ug imo man sad e-assess if katong gihatag sa AI kay
tama. Mahalata man sad gud sa teacher if gichatgpt maong magamit jud pud imong
critical thinking ug imong skill to write ma’am kay ikaw man magpili sa ideas or unsaon
nimu nga imong ideas kay mapachada sa AI pero dili obvious nga dili to imohang idea,
in ana gud ma’am.
Interviewer: Yes, I got your point. So, how has your overall learning experience
changed?
Vocabulary Enhancement
Participant 2: It helps me learn unfamiliar topics and vocabulary more easily. Dali ra
kayo imong assignment pag gamitan ug AI ma’am ui.
Addressing Time Constraints
Support for
MultipleorWriting
Interviewer: Do you use AI for generating ideas, organizing
content,
checking
grammar?
Stages
mar
Participant 2: I use AI for all three purposes. For generating ideas, organizing
content, and checking grammar.
Grammar Improvement
Interviewer: How confident are you in your writing skills without AI?
mar
Participant 2: My writing confidence is 7.5 out of 10. I am a journalist; I write sports
news po pero sa Filipino ko journalist pero makasulat man japun kog impromptu
ma’am kung kana najud largo ang deadline.
Frequent Use of AI for Essays
Interviewer: How often do you use AI platforms?
and Research Papers
mar Kay usahay
Participant 2: I use AI for 8 out of 10 tasks, depending on my capability.
samot nag assignment ginagamitan jud nako siyag AI ma’am unya most of the written
output nga tag-as kay eassignment mana maong murag 8 out of 10 tasks jud.
Interviewer: Which AI tools do you frequently use?
Quick Generation of
Ideas
55
Participant 2: ChatGPT, for idea generation and explanation so with Quilbot ma’am
kay if AI generated kayo imong output maparaphrase man sa Quilbot.
Frequent Use of AI for Essays
Interviewer:
Which
assignment
and
Research
Paperstypes do you rely on AI for?
mar because I'm not confident in my ideas alone and most of the
Participant 2: Essays,
written assignments kay essays man ma’am, mao nay murag lisud sa ako as
estudyante tapos dugay pajud kayo ko gakahuman ug sulat if I am to write on my own.
Support for Multiple Writing
Interviewer: At what stages do you engage with AI?
Stages
Participant 2: AI engagement occurs during specific stages, depending on topic
familiarity pero if I don’t have time to do the assignments like the deadline kay dool na
ma’am mag-AI najud ko ana tanan. Ginarevise and rephrase na daun nako after
Addressing Time Constraints
nakagenerate ang AI ug answer or essay.
mar
Frequent Use of AI for Essays
Interviewer: When do you determine AI usage?
and Research Papers
Participant 2: When
facing topic unfamiliarity and lack of ideas. Mablangko ko ma’am
mar
tapos kana lagging ang deadline kay hapit na. As a student po, AI is beneficial because
Quick Generation of
it helps me write and understand quickly, but gamiton lang dapat siya for support, dili
dapat muabot sa point na dependent na kaayo sa AI. Ideas
Addressing Time Constraints
Interviewer: Thank
you so much for sharing your experiences and insights. Your
mar
contributions will greatly help in understanding the impact of AI platforms on academic
writing and learning. If you have any additional thoughts or experiences you would like
to share, you are welcome to contact me later through my email:
tampipiindirajill12@gmail.com or you may call or text me in this mobile number
09268426389. I will also keep you updated about the progress of this study of you
wish to know the findings of this study. Once again, thank you so much for your time
and for being an important part of this research. Have a great day!
56
H.3 Participant 3
Interviewer: Good morning! Thank you for taking your time to participate in this
interview for my research study, Exploring Students’ Experiences with Artificial
Intelligence (AI) in Academic Writing. The purpose of this study is to understand your
motivations for using AI platforms in academic writing, how these tools impact and
learning process, and the extent of their utilization in your tasks.
Your insights will be highly valuable in exploring the role of AI in education and its
effects on student learning. Please note that this interview is strictly confidential, and
your responses will be anonymized to protect your privacy. Feel free to share your
thoughts openly; there is no right or wrong answers. If you have any questions or
concerns before we begin, feel free to ask. Otherwise, let’s start!
Participant 3: I don’t have any questions pa pa ma’am.
Interviewer: Let us begin our interview with this question, what is your strand and
grade level?
Participant 3: I am now a Grade 12 STEM student.
Interviewer: Have you used any AI platforms for academic writing before? If yes,
please specify which platforms you have used.
Participant 3: Yes, I have used the ChatGPT now and before.
Quick Generation of
Interviewer: What motivated you to use AI platforms forIdeas
your academic writing tasks?
Participant 3: It is easy to use and can give your ideas or inspiration when writing
academic tasks, that's what motivated me.
Interviewer: Which specific features of AI writing tools do you find most beneficial?
Quick Generation of
Addressing Time Constraints
Participant 3: The specific
Ideasfeature of AI writing tools I find most beneficial is its
multilingual support. You can ask using Tagalog even if you want an English output. In
mar
ana po. Dali ra kayo maghatag ug answer so dali raka mahuman sa imong gusto nga
output.
Interviewer: WhatQuick
challenges
or difficulties
in academic writing prompted you to
Generation
of
explore AI platforms?
Ideas
Participant 3: Lack of idea or inspiration. If wala koy idea jud ma’am. Magpalaban na
dayon kog chatgpt ana.
Interviewer: In what ways do AI platforms
enhance
your writing
process compared to
Quick
Generation
of
traditional methods?
Ideas
Participant 3: AI really provides me with ideas and inspiration for a certain topic.
Interviewer: To what extent do external pressures (such as time constraints or grades)
influence your decision to utilize AI in your writing? If so, how?
57
Participant 3: So far, external pressures didn't influence me to utilize AI in my writing.
Pero sure man jud ta ma’am nga para mo better ang atong esubmit nga output.
Interviewer: How has your writing style or process evolved since you began using AI
Enhancing Organization
tools?
Refined Writing Quality
and Structure
Participant 3: It significantly improved
my outputs. My organization of ideas became
mar
better jud ma’am ay.
Interviewer: In what ways do AI platforms affect your ability to generate and develop
your ideas or arguments?
Refined Writing Quality
Participant 3: In a way that it in encourages me to think deeper, comprehend, and
analyze my ideas or arguments. It also gives you direction or mar
suggestions to improve
your ideas.
Interviewer: How has your overall learning experience changed due to using AI for
writing?
Addressing Time Constraints
Participant 3: Learning becomes easiermar
and faster due to using AI for writing. As a
student, AI is beneficial in writing, for the reason that it can offer you a wide range of
knowledge, ideas and suggestions. It can also identify and correct your errors in writing
which can save me a lot of time.
Addressing Time Constraints
Interviewer: Do you use AI platforms more for generating ideas, organizing content,
mar
or checking grammar and
spelling? How confident do you feel in your writing skills
when not using AI tools?
Participant 3: In a scale of 10, it is 7/10. That's how confident I feel in my writing
skills when not using AI tools. I can write man ma’am if seatwork though dili jud in ana
ka organize ug ka chada sa output with AI. Pero confident jud ko ma’am bisan walay
AI. Makabuhat jud ko.
Support for Multiple Writing
Interviewer: How often do you utilize
AI platforms for your academic writing tasks?
Stages
Participant 3: Almost every time when I'm writing an academic task. In ana ko ka
dependent na sa AI ma’am though beneficial jud siya. Grabi jud, pero naa jud siyay
bad side, na reliaze man ko na ma’am pero kailangan man gud. Pero, I think, I think
lang ma’am ha, even though I am confident to write without AI but I think its negative
effects will leave a bigger impact in the long run. I can’t generate unique ideas properly
anymore kanang bongga jud lahi rajud basta AI. Difficulty Generating Unique Ideas
Negative Long-Term Effects
Interviewer: Which specific AI tools (e.g., ChatGPT, Quillbot, etc.)mar
do you frequently
use, and for what
mar specific functions?
Refined Writing Quality
Participant 3: ChatGPT, for academic
writing and generating photos.
mar
Interviewer: For which types of assignments do you most often rely on AI platforms,
and why?
58
Participant 3: Essay, because I always feel like my ideas are not enough. AI
generates ideas quickly and it is very convenient especially if you are doing essays
Frequent Use of AI for Essays
ma’am.
and Research Papers
Interviewer: Do Drafting
you engage
AI platforms throughout the entire writing process
and with
Editing
(from brainstorming to final editing) or only during certain stages?
Assistance
Participant 3: It depends on what I needed the most. But murag in ana jud ma’am.
Kay if mag write ko I use AI and then some parts akoa ipaenhance lang pero more on
usahay sa AI man tanan, mag assess lang ko if tama ba to iyang gina-provide.
Interviewer: How do you determine when and how extensively to use AI tools in your
Frequent Use of AI for Essays
writing projects?
and Research Papers
Participant 3: AI jud ko largo ma’am pag mga essay na tapos ugma pa or sunod
adlaw pang deadline. When I'm not familiar with the topic or I am lacking an
information, rescue jud ng AI.
Quick Generation of
Interviewer: Thank you so much for sharing yourIdeas
experiences and insights. Your
contributions will greatly help in understanding the impact of AI platforms on academic
writing and learning. If you have any additional thoughts or experiences you would like
to share, you are welcome to contact me later through my email:
tampipiindirajill12@gmail.com or you may call or text me in this mobile number
09268426389. I will also keep you updated about the progress of this study of you
wish to know the findings of this study. Once again, thank you so much for your time
and for being an important part of this research. Have a great day!
59
H.4 Participant 4
Interviewer: Good morning! Thank you for taking your time to participate in this
interview for my research study, Exploring Students’ Experiences with Artificial
Intelligence (AI) in Academic Writing. The purpose of this study is to understand your
motivations for using AI platforms in academic writing, how these tools impact and
learning process, and the extent of their utilization in your tasks.
Your insights will be highly valuable in exploring the role of AI in education and its
effects on student learning. Please note that this interview is strictly confidential, and
your responses will be anonymized to protect your privacy. Feel free to share your
thoughts openly; there is no right or wrong answers. If you have any questions or
concerns before we begin, feel free to ask. Otherwise, let’s start!
Participant 4: I don’t have any questions ma’am so we can start the interview na
ma’am.
Interviewer: Okay so, let us begin our interview with this question, what is your strand
and grade level?
Participant 4: I am now a Grade 12 STEM - SHS
Interviewer: Have you used any AI platforms for academic writing before? If yes,
please specify which platforms you have used.
Participant 4: Daghan kog na gamit ma’am ay, kuan, ChatGpt, Perplexity AI, Quillbot,
Zerogpt. Kana ma’am.
Quick Generation of
Interviewer: What motivated you to use AI platforms for
your academic writing tasks?
Ideas
Participant 4: It's the fact that that it is convenient especially in building a foundation
for understanding a certain lesson. Kay sa foundation jud, Ma'am, sa akoang output.
Kay usahay if wala na jud musulod sa akoang utok unsaon, I can ask AI for help.
Interviewer: Which specific
features of AI writing tools do you find most beneficial?
Text Summarization
Participant 4: It's summarization something, like if mag-ask ka ug questions, ang
ihatag nga answer is based on multiple online sources.
Quick Generation of
Interviewer: What challenges or difficulties in academic writing Ideas
prompted you to
explore AI platforms?
Addressing Time Constraints
Participant 4: Writing an academic
mar text is time-consuming especially if need siya ug
studies mao nang mas madalian ko maggamit ug ai kay paspas.
Interviewer: In what ways do AI platforms enhance your writing process compared to
traditional methods?
Refined Writing Quality
marand organize my
Participant 4: Using Ai allow me to enhance my writing skills
thoughts logically. They provide a framework for me to take inspiration on which
compared to traditional writing, makes it easier to write. Pero outline ra akoang
60
ginapabuhat, Ma'am, silbi ako na sulat pero kung unsa akoang ganahan sa iyahang
ipang-istorya sundon nako. Tapos gina-use dayun nako siya as critic, Ma'am, to further
improve my output.
Interviewer: To what extent do external pressures (such as time constraints or grades)
influence your decision
to utilize
in your writing? If so, how?
Addressing
TimeAIConstraints
mar
Participant 4: Writing became
faster as AI provides me studies/ evidences and it also
helps me organize my thoughts.
Enhancing
Organization
Interviewer:
How has
your writing style or process evolved since you began using AI
and
Structure
tools?
Participant 4: AI allows me to think outside the box instead of restricting myself on
common arguments.
Quick Generation of
Ideas
Interviewer: In what ways do AI platforms affect your ability to generate and develop
your ideas or arguments?
Participant 4: My learning experience was easier.
Interviewer: Do you use AI platforms more for generating ideas, organizing content,
Support for Multiple Writing
or checking grammar and spelling?
Stages
Participant 4: Yes. AI is beneficial for a student who balances multiple tasks. For one,
it allows me to write academic outputs in a short time as it cuts down the time I
consume for brain storming. It also serves as my shortcut to google when I want to
ask specific questions. It can also help us realize my Addressing
mistakes,Time
char, kay it can be
Constraints
used as a critic. Tapos sa research pud, Ma'am, hago man
jud mangita ug RRL but
with AI isa ra ka sentence about your topic daghan na dayob manggawas edi di kaayo
mar
Use of AI
for Essays and Research Papers
ko ma-stress sige's basa ug daghan, and kungFrequent
naa'y assignments,
pwede rako ka-ask
Difficulty Generating Unique Ideas
ug help instead of watching a whole video of that lesson. Ka-himo pud siya ug notes
nako pag-hapit na exam
unya magtinapulan ko ug sulat. All in all, chada jud ang AI
mar
kung student ka kay di lang mapadali ang imohang kinabuhi, daghan pud ka' matunan... tambay man gud ko's chatgpt, Ma'am ng makuhag ideas, organizing content, or
Quick Generation of Ideas
checking grammar.
Enhancing Organization
Grammar Improvement
and Structure
Interviewer:
marHow confident do you feel in your writing skills when not using AI tools?
Participant 4: Not that confident, Pero makabuhat man ko ma’am. Akong output okay
raman ma’am, hahaha. Nagsugod ko pangayo ug help sa AI mga tunga-tunga sa
grade 11 maong di kaayo ko maglisod if magbuhat ko'g mga essay
Support for Multiple Writing
Interviewer: How often
do you utilize AI platforms for your academic writing tasks?
Stages
Participant 4: Pretty often
Interviewer: Which specific AI tools (e.g., ChatGPT, Quillbot, etc.) do you frequently
use, and for what specific functions?
61
Participant 4: Chatgpt - for questions on a matter, Quillbot - for grammar checker,
and perplixity AI - for finding related literatures
Frequent Use of AI for Essays
Interviewer: For which types of assignments
do you most
often rely on AI platforms,
and Research
Papers
and why?
Participant 4: Research-based assignments. Essays or mga longer forms of writings
Addressing
gud ma’am. Super convenient man
gud angTime
mga in ani kay largo generate ug ideas
maghatag rakag topic, mugawas ng Constraints
answer or essay ba nimu nga gipabuhat.
mar
Quick Generation of
Interviewer: Drafting
Do you and
engage
with AI platforms throughout the entire writing process
Editing
Ideas
(from brainstorming
to final editing) or only during certain stages?
Assistance
Participant 4: I engage all throughout. If wa nay time ma’am, ihatag na nako sa
chatgpt tanan. Igo nalang ko magpaste sa akong answer sa word file daun assess
gamay if mao ba to nga output akong gusto. Dili sad ko mag kompyansa ma’am kay
basin dili mao ang gihatag masapnan na noon kos teacher.
Interviewer: How do you determine when and how extensively to use AI tools in your
writing projects?
Participant 4: If I know I can do the activity myself, I won't use AI and when we are
not allowed in the classroom to use our mobile phones, I can write man ma’am,
promise. I can give you sample gani kay naa pamn koy output diri nga walay AI versus
naay AI pero naa jud makita nga difference ma’am ha kay bright man kaayong AI.
Interviewer: Nice, can I have a copy after this interview?
Participant 4: Yes, ma’am. Maghatag ko later ma’am.
Interviewer: Thank you so much for sharing your experiences and insights. Your
contributions will greatly help in understanding the impact of AI platforms on academic
writing and learning. If you have any additional thoughts or experiences you would like
to share, you are welcome to contact me later through my email:
tampipiindirajill12@gmail.com or you may call or text me in this mobile number
09268426389. I will also keep you updated about the progress of this study of you
wish to know the findings of this study. Once again, thank you so much for your time
and for being an important part of this research. Have a great day!
62
H.5 Participant 5
Interviewer: Good morning! Thank you for taking your time to participate in this
interview for my research study, Exploring Students’ Experiences with Artificial
Intelligence (AI) in Academic Writing. The purpose of this study is to understand your
motivations for using AI platforms in academic writing, how these tools impact and
learning process, and the extent of their utilization in your tasks.
Your insights will be highly valuable in exploring the role of AI in education and its
effects on student learning. Please note that this interview is strictly confidential, and
your responses will be anonymized to protect your privacy. Feel free to share your
thoughts openly; there is no right or wrong answers. If you have any questions or
concerns before we begin, feel free to ask. Otherwise, let’s start!
Participant 5: I don’t have any questions pa pa po.
Interviewer: What is your year of study and your major?
Participant 5: Currently in Grade 12, studying STEM
Interviewer: Have you used any AI platforms for academic writing before? If yes,
please specify which platforms you have used.
Participant 5: Yes, I have used AI Platforms such as ChatGPT
Quick Generation of
Interviewer: What motivated you toIdeas
use AI platforms for your academic writing tasks?
Participant 5: I use AI to help me express my ideas thoroughly.
Enhancing Organization
Interviewer: Which specific features of AI writing tools do you find
beneficial?
andmost
Structure
Text Summarization
Participant 5: Kuan po ang tools nga akong ginagamit kay grammar checker, text
summarization, and sentence style analysis
Interviewer: What challenges or difficulties in academic writing prompted you to
explore AI platforms?
Grammar Improvement
Participant 5:
barrenness.
The lack of confidence on my
marown grammar and Intellectual
Interviewer: In what ways do AI platforms enhance your writing process compared to
traditional methods?
Refined Writing Quality
Participant 5: It helps me accurately correct my
marwriting errors. As a student po, my
stand is beneficial ang AI pero there are limits sa paggamit. Ang benefits aning AI is
maka reduce jud siyag human errors, maka save sya ug time, summarize ug mga text,
help ug solve sa mga complex nga mathematical problems pero kini is to guide lang
ang mga studyante ug aron makabalo mi next time ug unsa among buhaton, kay ug
sige nalang ug gamit sa AI mag depende nalang tanang output nimo sa AI ang result
63
is maka reduce sya'g creativity, uniqueness, and dili ka maka generate ug imong own
ideas kay dependent na kaayo sa AI.
Difficulty Generating Unique Ideas
Reduced Creativity
Interviewer:
To what extent do external pressures (such as time constraints
or grades)
mar
influence your
decision
to
utilize
AI
in
your
writing?
If
so,
how?
mar
Participant 5: External pressures do not influence my decision to use AI, I use AI for
my own progress and advancement. Gagamit kog AI sa akoa writings po kay aron ma
enhance pa ang akoang ginasulat ug mas ma Refined
elaborate
ang akoang
Writing
Qualityidea nga gusto
isulat, Dako pd kaayog tabang ang AI sa akoa gumikan kay naa silay tools nga
pangpolish sa akoang academic papers ug pwede pdmar
sya pangutan-on ug mga
questions nga for clarifications and explanation para sa mga topics nga uncommon
para sa akoa
Interviewer: How has your writing style or process evolved since you began using AI
tools?
Participant 5: Honestly, my writing style have been influenced so much by AI that it
improved but became less creative
Reduced Creativity
Interviewer: In what ways do AI platforms affect your ability to generate and develop
your ideas or arguments?
mar
Negative Long-Term Effects
Participant 5: AI Helped me a lot, but I do think its negative
mareffects will leave a bigger
impact in the long run. For me, I have been too dependent on AI tools lately that I can’t
generate unique ideas properly.
Difficulty Generating Unique Ideas
Interviewer: How has your overall learning experience
marchanged due to using AI for
Quick Generation of
writing?
Ideas
Participant 5: It became a lot easier. Dali rajud ang task kung gamitag AI ma’am ay
mao najud ni rason nganong kami student gaka rely nag taman sa AI kay halos isa ka
click gawas naman gud ang answer.
Addressing Time Constraints
Interviewer: Do you use AI platforms more for generatingmar
ideas, organizing content,
or checking grammar and spelling? How confident do you feel in your writing skills
when not using AI tools?
Participant 5: 6 out of 10. Makasulat gihapon po maka generate jud ug idea pero
daghan jud ug mga error like sa grammar po, ang pagka organize sa ideas, ang pag
construct sa sentences po and such ug on the spot nga paghimo ug essay ma'am
syempre without AI jud for Fairness jd pd pero ug output nga kanang ipass next day,
with AI akoa pilion para sa less error and better final output.
Frequent Use of AI for Essays
Interviewer: How often do you utilize AIand
platforms
for Papers
your academic writing tasks?
Research
Participant 5: I use AI often when writing academic writing tasks, 9/10
Interviewer: Which specific AI tools (e.g., ChatGPT, Quillbot, etc.) do you frequently
use, and for what specific functions?
64
Participant 5: The tools I use are ChatGPT, to generate uncommon ideas and provide
explanation. Bali kato ako ingun ganina ma’am ba,
grammar Support
checker, text
Brainstorming
summarization, and sentence style analysis pati pud contextual suggestions.
Interviewer: For which types of assignments do you most often rely on AI platforms,
Frequent Use of AI for Essays
and why?
and Research Papers
Participant 5: Essays, because I am not confident with my ideas most of the time.
Interviewer: Do you engage with AI platforms throughout the entire writing process
(from brainstorming to final editing) or only during certain stages?
Brainstorming Support
Participant 5: Only during brainstorming and certain stages like sa draft ma’am or
pagsugod palang kay siya namn dayon mag edit ang AI.
Drafting and Editing
Assistance
Interviewer: How do you determine when and how extensively to use AI tools in your
writing projects?
Participant 5: When I engage with unfamiliar topics and when I do not have enough
knowledge and ideas aligned to the topic
Frequent
Useyou
of AI
Essays
Interviewer:
Thank
sofor
much
for sharing your experiences and insights. Your
and
Research
Papers
contributions will greatly help in understanding the impact of AI platforms on academic
writing and learning. If you have any additional thoughts or experiences you would like
to share, you are welcome to contact me later through my email:
tampipiindirajill12@gmail.com or you may call or text me in this mobile number
09268426389. I will also keep you updated about the progress of this study of you
wish to know the findings of this study. Once again, thank you so much for your time
and for being an important part of this research. Have a great day!