AI-Powered Writing Tools: A Phenomenological Inquiry of Tertiary Students’ Usage

Authors

DOI:

https://doi.org/10.54855/acoj.241523

Keywords:

AI-Powered writing tools, artificial intelligence, tertiary standards, writing practices.

Abstract

AI-powered writing tools have become indispensable companions for enhancing writing. This study aimed to comprehensively explore the lived experiences and contexts of the students' use of AI tools and their effects on their writing abilities and learning experiences. The study employed the transcendental phenomenological research design with six participants. Using Irving Seidman's guide, a purposeful sampling technique was utilized to select the participants before conducting the phenological Interview. Creswell's adapted Stevick-Colaizzi-Keen method was used to generate emerging themes of this study. Based on the findings drawn, results underscored the transformative impact of these tools, such as students' writing challenges without AI tools, emphasizing their grammatical issues, limited ideation, and academic writing intricacies, providing immediate support, and overcoming hurdles. Also, it highlighted students' reliance on AI while emphasizing the need for control to avoid dependency and encourage teacher feedback. The study concluded with recommendations for integrating AI writing tools in education, promoting balanced dependence, and fostering continuous improvement in these tools to meet diverse learning needs.

Author Biographies

Kurt Candilas, Lourdes College, Philippines

Dr. Kurt S. Candilas is the Dean of the Arts and Sciences Program of Lourdes College, Cagayan de Oro City, Philippines. He earned his undergraduate degree of Arts in English at Bukidnon State University, Malaybalay City. He obtained his Master’s degree in Education major in Teaching English Communication Arts at Lourdes College, Cagayan de Oro City. He finished his Doctorate degree in English with a major in Literature at the University of San Jose Recoletos, Cebu City, Philippines. Dr. Candilas also earned his TESOL advanced certification with the American TESOL Institute of the Philippines, Inc.

Myzzie Chyle N. Japson, Lourdes College, Philippines

Myzzie Chyle N. Japson is a fourth-year student taking Bachelor of Secondary Education Major in English at Lourdes College, Cagayan de Oro. Her love for English and literature extends beyond the classroom, as evidenced by her leadership skills on an international level as the dedicated Junior Vice President of Internationalization for the Teacher Education Program. Her outstanding efforts were recognized with a special Internationalization Award for her work as Secretary General in the international EYAF Summit 2022. Driven by a desire for continuous improvement, Myzzie aims to develop her personal and professional skills further.

Vinz Danielle Bartolata, Lourdes College, Philippines

Vinz Danielle R. Bartolata is a fourth-year college student taking Bachelor of Secondary Education with a major in English at Lourdes College. Outside of academics, Vinz has a keen interest in reading manga, immersing herself in the vibrant worlds created by Japanese comics. This interest in manga has also sparked a fascination with Japanese culture and language, motivating Vinz to learn more about the rich traditions and history of Japan. As she approaches the completion of her degree, Vinz is excited to combine her love for English education with her interests in Japanese culture, aiming to foster a global perspective in her future classrooms.

Danielle Joy R. Amores, Lourdes College, Philippines

Danielle Joy R. Amores is a fourth-year college student taking a Bachelor of Secondary Education major in English at Lourdes College, Cagayan de Oro City. Her passion for pursuing education developed from her admiration for learning so she could teach more. She is also fond of writing as this serves as an outlet for her to share and express both her academic and personal writings. Through God's guidance and grace, together with her research team, she was able to write and publish their very own research study.

Samantha Ritz Abas, Lourdes College, Philippines

Samantha Ritz S. Abas is a fourth-year college student taking a Bachelor of Secondary Education major in English at Lourdes College, Cagayan de Oro City. As a student, she has stepped out of her comfort zone and joined multiple organizations to gain experiences that will benefit her future profession. Though she is easygoing, she often finds herself hurt by the judgments of others. Nevertheless, she stands firm despite these challenges. She hopes to develop more advanced and accurate knowledge to become an excellent educator, enabling her future students to experience the world beyond the four corners of the classroom. Beyond academics, Samantha is known for her love of butterflies, which, to her, symbolize the patient and transformative journey of growth—a metaphor that aligns closely with her aspirations as both an educator and a researcher.

Princess Anghela M. Getuaban, Lourdes College, Philippines

Princess Angelha M. Getuaban is a fourth-year student taking a Bachelor of Secondary Education Major in English at Lourdes College Cagayan de Oro City. She is interested in reading self-help books, especially the book "What on earth am I here for?" to be reminded that everything is from God and to be grateful for what we have and don’t have in life. As someone who fears heights, for her, education is like a breathtaking place she has to conquer and be proud of. 

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Published

19-08-2024

How to Cite

Candilas, K., Japson, M. C. N., Bartolata, V. D., Amores, D. J. R., Abas, S. R., & Getuaban, P. A. M. (2024). AI-Powered Writing Tools: A Phenomenological Inquiry of Tertiary Students’ Usage. AsiaCALL Online Journal, 15(2), 29–41. https://doi.org/10.54855/acoj.241523

Issue

Vol. 15 No. 2 (2024): Computer-Assisted Language Learning

Section

Research Article

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Copyright (c) 2024 Kurt Candilas, Myzzie Chyle N. Japson, Vinz Danielle Bartolata, Danielle Joy R. Amores, Samantha Ritz Abas, Princess Anghela M. Getuaban

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