Abstract
As automation becomes increasingly integrated into educational settings, understanding its role in shaping students' writing experiences is crucial. The goal of this qualitative phenomenological research was to explore the lived experiences, motivations, role of AI in students’ writing, influence of AI on the learning process, and insights in using AI writing tools of the senior high school students of Monkayo National High School. There were 10 participants in this study who were selected through snowball sampling. An in-depth interview was used to gather the information needed. The findings revealed the potentials and pitfalls of AI in developing the students’ writing skills. Most of the participants have seen AI’s advantages, like completing the writing tasks easily, which meets the deadline, making good-quality outputs adhering to the technicalities of grammar, improving academic achievements, and gaining knowledge about writing. However, there are also some drawbacks, like students becoming indolent and AI dependent; AI diminishes one’s critical thinking skills; AI gives inaccurate information; there is a limitation on usage; it is inaccessible when offline; and it is bad for one’s health. Nevertheless, the role of AI in students' writing processes is significant. Its effectiveness and efficiency cannot be denied, but it should be used in moderation. Hence, incorporating AI in learning should be guided by strategies that balance its benefits with the need to maintain creative and critical thinking in students' writing. Educators should use AI as a tool to enhance, not replace, human creativity. This approach ensures that while students benefit from AI's strengths, they continue to develop their originality and critical thinking skills in writing.
