Chapter 1

The Problem

Introduction

Ever wondered how Artificial Intelligence is

reshaping the landscape of writing, offering both

unprecedented opportunities and potential challenges

along the way? The use of Artificial Intelligence (AI)

tools in scientific writing processes is becoming a

more popular and researched subject. This paper

summarizes the various aspects related to the

application of AI in scientific writing projects.

The current environment emphasizes how AI

programs, like ChatGPT, may help with the literature

assessment, draft creation, language improvement, and

formatting phases of scientific writing. While AI-

powered solutions simplify writing assignments with

unmatched speed and effectiveness, regulations and

careful thought must be given to ethical issues

including plagiarism detection, bias reduction, and

maintaining academic integrity. Additionally, it is

recommended that human knowledge and AI support work

together synergistically to maximize the caliber and

veracity of scientific publications. (SUWADI, S. 2023)

 The education sector is not an exception to the

waves that Artificial Intelligence (AI) has been making

in a number of industries. Artificial Intelligence has

been used into education in recent years, giving

teachers and students access to powerful tools that

allow them to monitor student progress and modify their

teaching strategies. Because they can converse with

students like a human teacher, AI-based learning

platforms like ChatGPT have become more and more

popular.

The promise of Artificial Intelligence (AI) to

enhance learning outcomes by giving pupils more

effective and efficient learning methods has also been

lauded. With AI becoming more and more prevalent in

education, there are worries about the possible harm it

could do to pupils. Certain specialists contend that

AI-based learning systems may impair critical thinking

abilities and diminish human interaction, both of which

are vital components of education

(https://elearningindustry.com).

Writing is an essential skill for students to

master. Writing is the primary competence for lifelong

study (UNESCO, 2017). Writing is a means of

communication, interpreting information, recording

experiences, self-expression, and facilitating

meaningful learning processes (Graham et al., 2013;

Peter & Singaravelu, 2020). Previous research show

strong evidence that many students in developed

countries still have low writing skills, such as in the

USA (National Center for Educational Statistics, 2012),

Portugal and Brazil (Veiga-Simao et al., 2016), Chile

(Agencia de Calidad de la Educación [Education Quality

Agency], 2017; Bañales et al., 2020), and Australia

(Australian Curriculum and Assessment Reporting

Authority [ACARA], 2021; Thomas, 2020). The same thing

happens in Indonesia, where students’ writing skills

are concerned. According to Inayah and Nanda (2016),

Indonesian students have problems with their writing

skills, especially with the contents, outline

organization, wording, sentence structure, and writing

mechanics.

Low writing skills have a crucial impact on

students in that it affects their achievement, shows a

low level of literacy, and possibly spreads the

practice of plagiarism (Elmunsyah et al., 2018; Graham,

2019; SuredaNegre et al., 2015). Several research have

discussed the reasons on why the students have low

writing skills, ranging from the lack of comprehension

in grammar, mastery of vocabulary, spelling, and

sentence arrangement (Madison et al., 2019), to the

lack of students’ motivation (Camacho & Alves, 2017; De

Smedt et al., 2016), and the uninteresting sessions in

writing class (Myers et al., 2016).

Meanwhile, AI technology has been used in

teaching and learning in different countries,

especially in writing classes. Some research show that

AI could improve the quality of a written product

(Fitria, 2021), improve writing skills (Mediyawati et

al., 2021), help students understand theoretical

concepts, help the processes in writing, help students

in learning and engaging in a writing class (Gayed et

al., 2022; Kangasharju et al., 2022; Koltovskaia, 2020;

Nazari et al., 2021; Sumakul et al., 2022), as well as

aiding in achieving the learning objectives (Ng et al.,

2022).

This qualitative research aims to explore and

understand students’ experiences in using Artificial

Intelligence (AI) in learning to write in a Senior high

school environment. This research integrates Artificial

Intelligence and writing learning in higher education.

In an era where artificial intelligence (AI) is

becoming more and more profound in our lives. The focus

of this research is to understand how the use of AI

impacts students’ learning experiences in the context

of writing. The research instrument to be used is in-

depth structured interview questions with students

involved in using AI in learning to write. Futhermore,

The research design is qualitative-descriptive.

Research subjects were chosen were Grade 11 ABM to

determine their level of experience, scientific

discipline, and level of writing ability. In-depth

interviews were conducted to gain an in-depth

understanding of their views regarding AI in the

writing learning process.

The research results show that there are various

perceptions developing among students regarding the use

of AI in the context of learning to write. Students

expressed feeling helped by AI tools in identifying and

correcting grammatical and spelling errors, as well as

in constructing stronger arguments. They feel that AI

provides fast feedback that allows them to improve

their writing skills significantly. However, some also

feel replaced by technology, feeling the lack of human

interaction which may reduce the learning process.

Theoretical Framework

The research paradigm that could be applied to the

theory is constructivism. According to Berger, P. L., &

Luckmann, T. (1966) Constructivism is a theoretical

paradigm that emphasizes the active role of individuals

in constructing their own knowledge and understanding

of the world. It posits that knowledge is not simply

acquired but rather actively constructed through

experiences, interactions, and interpretations. In the

context of exploring students’ perceptions of

artificial intelligence (AI) in research writing, a

constructivist paradigm would focus on understanding

how students construct their understanding of AI,

ethical considerations, and their experiences in using

AI tools for research writing.

From a constructivist perspective, students’

perceptions of AI in research writing are influenced by

various factors such as prior knowledge, personal

experiences, cultural background, social interactions,

and educational contexts. This paradigm acknowledges

that students may have diverse perspectives, beliefs,

and interpretations regarding AI and its ethical

implications in research writing. A constructivist

research approach would involve engaging students in

reflective discussions, interviews, or focus groups to

explore their perceptions, attitudes, and experiences

related to AI in research writing. It would emphasize

the importance of considering students’ voices,

perspectives, and contributions in shaping the

understanding of AI’s role and impact in academic

settings.

Additionally, a constructivist paradigm would

highlight the dynamic nature of knowledge construction

and the potential for students to actively engage in

critical thinking, reflection, and dialogue about

ethical considerations associated with AI use in

research writing. It would also recognize the role of

educators, peers, and learning environments in

facilitating meaningful learning experiences and

promoting ethical decision-making related to AI

technologies. Overall, a constructivist research

paradigm provides a comprehensive framework for

exploring students’ perceptions of AI in research

writing, considering ethical concerns, and

understanding students’ experiences in using AI tools

for academic purposes. It emphasizes the importance of

student-centered approaches, collaborative learning,

and critical reflection in studying complex topics such

as AI ethics in education

Statement of problem

This study aims to examine the perceptions of

students ,ethical concerns and students experiences of

using Artificial intelligence platform in writing among

grade 11 ABM (Accountancy Business Management) students

in Betinan National High School

Specifically, it will try to answer the following

questions :

1. What are the specific ethical concerns that

students associate with the use of artificial

intelligence tools in research writing?

2. How do students perceive the impact of artificial

intelligence on the originality and authenticity

of their research writing? What strategies do the

respondents employ to maintain ethical integrity

in their writing when utilizing AI tools?

3. What are the key factors that influence students’

decisions to use or not use artificial

intelligence in their research writing?

4. How do these factors contribute to their overall

experiences and satisfaction with AI-assisted

writing processes?

Significance of the study

Students: By providing knowledge that they may use

to use artificial intelligence in writing, this study

will assist students in weighing the benefits and

drawbacks of employing it in their writing. The learner

will be able to determine whether or not artificial

intelligence may benefit them in their writing.

Teacher. With scientific information at their

disposal, they may approach this issue rationally. They

could also choose to prevent pupils from using

artificial intelligence or assist them in doing so.

Future Researcher. Research on the benefits and

drawbacks of using artificial intelligence in writing

will be able to proceed with greater rigor thanks to

the conducted investigations. This could provide

information on the aspects of artificial intelligence

that are beneficial for pupils to know when writing and

the aspects where it is ineffective.

Scope and delimitation

This study shall investigate Grade 11 ABM

(Accountancy Business Management)students in Betinan

National High Schools perspectives of Artificial

Intelligence (AI), particularly in the context of

research writing. It will seeks to study ethical

concerns around the use of AI tools in research writing

and to better understand students' experiences with

such technology. The scope covers an examination of

common AI technologies used in research writing, such

as plagiarism checkers, language enhancement tools, and

content production software. The study commenced on the

S. Y 2023-2024.

Furthermore, it shall employ qualitative-

descriptive research design that will focused on the

students perception in Artificial Intelligence (AI) in

research writing, ethical concerns and students

experiences. With regards to the determination of

number of respondents, purposive instrument shall be

used in determining the respondents of the study.

The Grade 11 ABM (Accountancy Business Management)

students will be chosen as the respondents of this

study due to the fact that most of the Grade 11 ABM

learners used AI tools for assistance in writing their

research studies.

Definition of Terms

For better and precise understanding of this

study, the following terms are defined:

Artificial intelligence. Refers to the simulation

or approximation of human intelligence in machines.

Artificial. Made by human skill; produced by

humans (opposed to natural)

 Constructivism. It refers to idea of students

actively create knowledge rather than merely absorbing

it.

Intelligence. The sum of mental capacities such as

abstract thinking, understanding, communication,

reasoning, learning and memory formation

Theory. A collection of concepts or tenets that

are applied to explain characterized a certain

occurrence or group of related events.

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