This study aimed to determine the utilization of AI writing assistants to the writing proficiency of senior high school students. Specifically, it aimed to identify the status of utilization of AI writing assistants with regards to grammar and spelling correction, sentence structuring, word choice and vocabulary suggestion, summarization, and paraphrasing the level of the writing proficiency of the Grade 11 senior high school students in their diagnostic, formative, and summative tests the significant difference in the writing proficiency of the Grade 11 students in their diagnostic, formative, and summative tests as well as in between groups and the significant effect of the utilization of AI writing assistants to the writing proficiency of the Grade 11 senior high school students of Cristobal S. Conducto Memorial Integrated National High School (CSCMINHS).                 The study was conducted at CSCMINHS in Rizal, Laguna, from October 2023 to March 2024. The researcher used an experimental research design with two experimental groups and a control group, involving 107 Grade 11 students enrolled in the General Academic Strand (GAS). Data were gathered through the use of researcher-made writing proficiency test and questionnaire. Based on the results, the level of utilization of AI writing assistants is high. In terms of writing proficiency, respondents demonstrated fairly satisfactory to very satisfactory level of skills. Moreover, significant differences were observed in the diagnostic, formative and summative test results of both the experimental and control groups, indicating changes in writing proficiency over the assessment periods. However, out of the five indicators of writing proficiency, only two areas—grammar usage and critical thinking skills were found to have significant differences between the experimental and control groups. Since most writing proficiency areas did not show any significant difference, the researcher concludes that there is no difference in the writing proficiency of the experimental and control groups. Overall, despite the observed differences in two indicators of writing proficiency, the study found no significant effect of AI writing assistants on the writing proficiency of senior high school students. This led to the acceptance of the null hypothesis made by the researcher at the beginning of the study. The recommendations stemming from these findings include further studies on writing proficiency focusing on grammar usage and critical thinking, investigation on the integration of AI writing assistants in writing activities in class, and the conduct of longitudinal study to accurately assess long-term effect of AI writing assistants to the writing proficiency of students.

writing proficiency

utilization of AI

writing assistants