Abstract
Studying students’ use of AI chatbots for academic writing can lead to improved teaching strategies and enhance digital literacy in the classroom. In this context, the study examined the level of student skills in Using AI chatbots for academic writing, including AI literacy, information processing, and referencing and attribution skills, in one of the public secondary schools in a large-sized division during the school year 2025-2026 as the basis for a proposed lesson enhancement plan. Data for this descriptive study were collected from 104 students using a self-developed data collection instrument that has passed stringent validity and reliability tests. Initial analysis of the demographic profile revealed an almost equal distribution by sex, with a slight female majority; generally higher parental educational attainment; nearly equal representation from lower- and higher-income households; and mostly small family sizes. The analysis of student skills showed a moderate level of competence in Using AI chatbots, with females generally performing slightly higher than males in AI literacy and information processing. Students demonstrated strengths in organizing ideas and identifying gaps in their work, but weaknesses in editing drafts, comparing information, and formatting citations. A significant difference in information-processing skills was observed across groups based on the number of siblings. The results of this study highlight the need for structured instructional guidance, explicit lessons on citation and referencing, and activities that foster critical evaluation and synthesis of AI-generated content. Based on these findings, recommendations include guided writing revisions, analytical tasks comparing AI and non-AI sources, citation instruction, and continuous monitoring to promote responsible and effective use of AI chatbots.
Keywords: AI chatbots, academic writing, student skills