Home⇛International Journal of Multidisciplinary: Applied Business and Education Research⇛vol. 6 no. 8 (2025)

Students’ Exposure to Generative AI Models and Its Influence on English Writing Proficiency

John Marvin D. Renacido | Jemuel Teodosio | Rodje D. Dumalaog | Benedicta D. Repayo | Ersyl T. Biray

Discipline: Education

 

Abstract:

The predominance of Generative Artificial Intelligence (Gen AI) models on the web poses significant effects on the learning habits of the stu-dents at a state university because of their convenience in access, gram-mar correction, paraphrasing text, and generating ideas. Several re-searchers showed conflicting findings on the advantages and disad-vantages of Gen AI models' use in the academic performance of stu-dents. Hence, this study tried to establish the relationship between ex-posure to Gen AI tools and the English writing proficiency of 19 pur-posively selected freshmen education students specializing in English language at a state university in Panay Island, Philippines. It utilized a descriptive correlation design, a validated researcher-made question-naire, and an essay writing performance test to gather the data. Mean percentage was used as the descriptive statistical tool, and Spearman's Correlation Coefficient was adopted to establish the correlation. Ru-brics patterned after the university grading system were utilized to de-termine the written outputs. Results revealed that the majority of the freshmen education students specializing in English language were fe-male, had used the Gen AI tool Quillbot, but had low exposure to other Gen AI tools, and a moderately satisfactory rating in their English writ-ing proficiency. It further established that the English writing profi-ciency has no or negligible relationship with their exposure to Gen AI tools (r = -0.152, p >0.05).



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