Analyzing written performance of learners with AI assistance: Challenges, Limitations, and perceived effectiveness

Abstract

There is growing attention towards the use of artificial intelligence (AI) in improving students’ writing performance. In this qualitative exploration, perceptions of higher education institution (HEI) teachers regarding the effect of AI support on writing quality and performance outcomes are undertaken. There were 25 teachers from Samar, Philippines surveyed to explore the perceived benefits and challenges of using AI tools in the writing process. Findings indicated that AI had the potential to enhance grammar, syntax, and structure, thereby reducing writing inefficiencies and building confidence of students. In contrast, they noted that overreliance on AI was problematic, alongside the increased likelihood of academic dishonesty and the weakening of critical thinking and independent writing abilities. From these findings, the need for balance in this process surfaced as well, where AI tools supplemented traditional teaching approaches such as teacher feedback and peer review. The identified benefits included increased writing efficiency, boosted confidence, and greater student engagement in writing activities. However, challenges also emerged, such as concerns about AI accuracy in assessments, the occurrence of academic dishonesty, and the need for students to master AI command prompts. The study concluded that AI could serve as a valuable tool in supporting student writing, but it required careful introduction and an understanding of its limitations. While considering both the potential benefits and emerging issues associated with AI support, teachers were encouraged to leverage its power to enhance learning without compromising the integrity and quality of education.