Uncovering QuillBot: Filipino Senior High School Students' Experiences and Factors Influencing Its Use in Enhancing Language Writing Skills

Abstract

English is the second language in the Philippines and is imperative in the contemporary global landscape. However, the rise of artificial intelligence (AI) compelled educational institutions to explore its implications. One is the QuillBot, which provides learners with an opportunity for academic output with enhanced grammar, vocabulary, and writing coherence. Despite its innate negative notion, various AI-powered language learning tools became the learners' reliable friends in improving their academic writing skills. Thus, this study aimed to explore Filipino senior high school learners' experiences and the factors affecting their utilization. This study utilized a qualitative research design and Saldaña's (2009) coding process to analyze the data gathered. Findings revealed various benefits and drawbacks of QuillBot for learners' language writing skills. The learners highlight the features that helped improve their writing skills and the possibility of overreliance on it. On the other hand, the COVID-19 pandemic, to make writing more convenient and faster, and avoiding plagiarism are the factors that emerged from the analyzed data. The pedagogical implications of incorporating the AI-powered tool QuillBot into the curricula should be investigated, emphasizing the possibility of combining AI tools with traditional teaching methods in improving the English language skills balanced with learners' critical thinking skills.

Keywords

• english language
• quillbot
• artificial intelligence
• writing skills

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