Knowledge and Influence of Using Artificial Intelligence Writing Tools on Grammar

Abstract

This study investigates the knowledge and influence of AI writing tools on the grammar skills of second-year Bachelor of Secondary Education English majors at the University of the Visayas Toledo City campus. A survey of 50 students assessed demographics, familiarity with AI writing tools, and their impact on grammar, using descriptive statistics and regression analysis. Findings show 52% of students were from low-income homes, with 68.06% using mobile phones and 51.35% accessing the internet via mobile data. The students’ mean knowledge score of 3.4 indicated neutral familiarity with AI tools, and mean ratings from 3.34 to 3.76 suggested general agreement on the positive impact of AI tools on grammar. However, students expressed concerns about overreliance on these tools. Regression analysis revealed a weak but statistically significant positive relationship between AI tool knowledge and grammar improvement (Multiple R = 0.2788, R^2 = 0.0777, p-value = 0.0499). This study finding will benefit curriculum planners in designing AI-focused programs, teachers in identifying support areas, and students in enhancing grammar skills through AI tools. It will also serve as a reference for future researchers studying AI in education. Further research is needed to explore AI tools’ long-term effects and develop best practices for their educational integration.