EFFECTIVENESS OF ARTIFICIAL INTELLIGENCE IN DEVELOPING WRITTEN EXPRESSION SKILLS AMONG SECONDARY SCHOOL STUDENTS
Downloads
Objective: Artificial intelligence (AI) technologies in the education sector have attracted a lot of attention as they may potentially be leveraged to support teaching and learning in the education field. By leveraging AI algorithms and applications, innovative approaches that offer students real-time personalized feedback and guidance in practice and enhancement writing skills can be achieved. The study aims to investigate the effect of the artificial intelligence application used to improve the written expression of secondary school students who is reflected in the writing organizing ideas, accuracy in written language expression, development of writing content and performance in creative writing writing. Method: This study used descriptive-analytical research that started from a literature search related to the problem and literature that has been done regarding the use of AI in writing classroom. The researchers delve into the positive educational impacts AI writing tools can deliver and potential pitfalls for implementing AI in an educational environment. Results: The findings obtained in this review implies that AI tools have the potential to positively affect the students' writing competence as it gives feedback immediately, edit facilities, and also provides a logical structure of ideas while stimulating to increase students' creativity in their written production. The results also suggest that the learning potential of these technologies is best when used in a learning setting, in a structured way and under the care and supervision of teachers. Novelty: AI is not a substitute for the teaching role of teachers, but can be an effective supplement to help students with the teaching of writing and develop their English.
O. Zawacki-Richter, V. I. Marín, M. Bond, and F. Gouverneur, “Systematic review of research on artificial intelligence applications in higher education -- where are the educators?,” Int. J. Educ. Technol. High. Educ., vol. 16, no. 1, p. 39, 2019, doi: 10.1186/s41239-019-0171-0.
L. Chen, P. Chen, and Z. Lin, “Artificial Intelligence in Education: A Review,” IEEE Access, vol. 8, pp. 75264–75278, 2020, doi: 10.1109/ACCESS.2020.2988510.
G.-J. Hwang, H. Xie, B. W. Wah, and D. Gašević, “Vision, challenges, roles and research issues of Artificial Intelligence in Education,” Comput. Educ. Artif. Intell., vol. 1, p. 100001, 2020, doi: 10.1016/j.caeai.2020.100001.
K. Seo, J. Tang, I. Roll, S. Fels, and D. Yoon, “The impact of artificial intelligence on learner--instructor interaction in online learning,” Int. J. Educ. Technol. High. Educ., vol. 18, no. 1, p. 54, 2021, doi: 10.1186/s41239-021-00292-9.
W. Ma, O. O. Adesope, J. C. Nesbit, and Q. Liu, “Intelligent tutoring systems and learning outcomes: A meta-analysis,” J. Educ. Psychol., vol. 106, no. 4, pp. 901–918, 2014, doi: 10.1037/a0037123.
L. Ding and D. Zou, “Automated writing evaluation systems: A systematic review of Grammarly, Pigai, and Criterion with a perspective on future directions in the age of generative artificial intelligence,” Educ. Inf. Technol., vol. 29, no. 11, pp. 14151–14203, 2024, doi: 10.1007/s10639-023-12402-3.
A. Nunes, C. Cordeiro, T. Limpo, and S. L. Castro, “Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020,” J. Comput. Assist. Learn., vol. 38, no. 2, pp. 599–620, 2022, doi: 10.1111/jcal.12635.
H. Shi and V. Aryadoust, “A systematic review of AI-based automated written feedback research,” ReCALL, vol. 36, no. 2, pp. 187–209, 2024, doi: 10.1017/S0958344023000265.
C. Strobl et al., “Digital support for academic writing: A review of technologies and pedagogies,” Comput. Educ., vol. 131, pp. 33–48, 2019, doi: 10.1016/j.compedu.2018.12.005.
D. J. Woo, H. Susanto, C. H. Yeung, K. Guo, and A. K. Y. Fung, “Exploring AI-generated text in student writing: How does AI help?,” Lang. Learn. Technol., vol. 28, no. 2, pp. 183–209, 2024, doi: 10.64152/10125/73577.
S. Akgun and C. Greenhow, “Artificial intelligence in education: Addressing ethical challenges in K-12 settings,” AI Ethics, vol. 2, no. 3, pp. 431–440, 2022, doi: 10.1007/s43681-021-00096-7.
A. Nguyen, H. N. Ngo, Y. Hong, B. Dang, and B.-P. T. Nguyen, “Ethical principles for artificial intelligence in education,” Educ. Inf. Technol., vol. 28, no. 4, pp. 4221–4241, 2023, doi: 10.1007/s10639-022-11316-w.
D. R. E. Cotton, P. A. Cotton, and J. R. Shipway, “Chatting and cheating: Ensuring academic integrity in the era of ChatGPT,” Innov. Educ. Teach. Int., vol. 61, no. 2, pp. 228–239, 2024, doi: 10.1080/14703297.2023.2190148.
C. K. Lo, “What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature,” Educ. Sci., vol. 13, no. 4, p. 410, 2023, doi: 10.3390/educsci13040410.
E. Kasneci et al., “ChatGPT for good? On opportunities and challenges of large language models for education,” Learn. Individ. Differ., vol. 103, p. 102274, 2023, doi: 10.1016/j.lindif.2023.102274.
Copyright (c) 2026 Yusra Nayef Nouri Al-Dakhili
This work is licensed under a Creative Commons Attribution 4.0 International License.
