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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