Jacklyn Marvie G. Llegado, Kevin T. Rubio, and Ramil G. Ilustre (Authors)
Abstract
The integration of artificial intelligence (AI) into education has transformed research writing, with tools like Grammarly, ChatGPT, and QuillBot assisting learners in drafting, editing, and refining their work. These tools extend their utility to literature reviews, data analysis, and collaboration, offering learners quick access to information and enhancing skills such as grammar, vocabulary, content organization, and citation formatting. For Senior High School learners, who are at the early age of developing research writing skills, AI presents both opportunities and challenges. While it fosters learner autonomy and improves writing proficiency, over-reliance on AI risks hindering critical thinking, creativity, and independent cognitive processing, raising ethical concerns like plagiarism and academic dishonesty. Despite its potential, research on AI in education has primarily focused on higher education, leaving a gap in understanding its impact on Senior High School learners and the long-term effects of AI-assisted writing. To ensure responsible use, balanced integration and AI literacy programs are essential. Future research should explore AI’s long-term impact on writing development and develop pedagogical frameworks for its ethical integration in secondary education.
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Keywords: Artificial intelligence in education, AI in research writing, AI in senior high school, research writing skills, AI for learners