THE EFFECTIVENESS OF AI-GENERATED WRITING ASSIGNMENTS IN TEACHING WRITING TO 11TH GRADE STUDENTS

Abstract

One of the most difficult areas of English language instruction for teachers today is still writing instruction, especially for high school students who must have higher levels of accuracy and critical thinking. Many 11th-grade students have trouble with idea generation, essay organization, and grammar and vocabulary usage. Yet there have also been significant developments in the areas of Artificial Intelligence technology that have opened up new opportunities for improving writing skills instruction.

This paper examines how effective AI-writing assignments are in teaching writing to 11th-grade students. This study is based on a qualitative study based on human perception conducted through online questionnaires. These questionnaires were conducted on three major categories: improvement in writing skill, ease of use and time factor, and interest in writing. Survey forms were filled out by 42 secondary schools’ 11th-grade students and 16 English language teachers.

Results show that both student and teacher perspectives view AI-generated writing tasks as a supportive teaching tool for use in the writing classroom. Students benefit from using AI-generated writing tasks through better grammar, vocabulary development, idea development, and motivation for writing. Teachers view these tasks as useful for saving teaching time, scaffolding instruction, as well as differentiating instruction. Even so, there are risks associated with both groups, and this includes overdependence on AI and academic integrity.

This study concludes that AI-generated writing assignments can be very helpful tools for teaching if appropriately utilized and implemented and if students are left to write independently