Application of artificial intelligence tools to improve the written production of high school students in English classes

Kenny Noblecilla Romero, José Israel Garcia Pinos, Daniel Andrés Angulo Vélez

Resumen


This study evaluated the impact of using artificial intelligence (AI) tools such as Grammarly, QuillBot, and ChatGPT on adolescent students' English writing, considering the criteria of grammar, coherence and cohesion, and vocabulary. Because the data did not meet the assumptions of normality, the nonparametric Mann-Whitney U test was applied to compare the results between students who used AI tools and those who did not. Statistically significant differences were found (p < 0.001) in all the evaluated criteria, favoring the group that used AI. These results demonstrate that the use of these technologies can significantly improve the quality of written texts. Additionally, a Likert-scale survey was administered to determine students' perceptions of the use of these tools. The majority expressed neutral to favorable opinions, especially in aspects such as ease of use, organization of ideas, and vocabulary learning. There was also an interest in continuing to use AI in future classes and other subjects. When analyzing responses by age, it was found that 14- and 15-year-old students displayed a more receptive attitude toward AI compared to 16-year-olds, whose perceptions were more reserved. These findings suggest that AI tools not only improve language performance but also influence student motivation and autonomy, opening up opportunities for their pedagogical integration into the classroom in a critical and formative manner.


Palabras clave


artificial intelligence; written production; secondary school students; English.

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Referencias


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DOI: https://doi.org/10.23857/pc.v10i8.10229

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