Abstract
This study examined the perceived usefulness of and attitudes of Senior High School students toward the use of Artificial Intelligence (AI) in English language writing. Specifically, it investigated students’ perceptions of AI in terms of improvement of writing quality, writing efficiency, organization of ideas, and support in academic writing, as well as their attitudes regarding comfort in using AI tools, perceived appropriateness of AI in academic writing, and habitual use of AI in writing tasks. Anchored in the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), the study employed a quantitative descriptive nonexperimental research design to describe and analyze students’ perceptions and attitudes toward AI-assisted writing. Data were gathered through a researcher developed survey questionnaire that underwent expert validation and reliability testing prior to administration. The respondents were grouped according to age, gender, and academic track to determine whether significant differences existed in their perceptions and attitudes toward AI use in English language writing. Statistical tools such as frequency and percentage distribution, weighted mean, t-test, and one-way analysis of variance (ANOVA) were utilized in the analysis of the data. The study was conducted in response to the increasing integration of AI tools in educational settings and the need to better understand how students evaluate their usefulness and appropriateness in academic writing. The findings also informed the formulation of school-based recommendations that encourage responsible AI utilization, foster ethical decision making, strengthen authorship awareness, support writing development, and promote balanced engagement between technological assistance and independent learning.
Keywords: Artificial intelligence; English language writing; ethical guidelines