ARTIFICIAL INTELLIGENCE DEPENDENCE AND ENGLISH PROFICIENCY: ITS RELATION TO READING AND WRITING SKILLS

English Language Teaching

This study investigated the impact of Artificial Intelligence (AI) dependence and English Proficiency: its relation to reading and writing skills among 200 senior high school students of Montevista Stand Alone Senior High School, Division of Davao de Oro, Philippines. Employing the Quantitative descriptive-correlational research design, data were collected through adapted survey questionnaire, English proficiency test and reading and writing final examination. These were administered to the Academic Track students through universal sampling techniques. The study aimed to determine whether AI serves as a supportive learning tool or contributes to the weakening of essential language skills. The study found that senior high school students have high level of AI dependence in academic activities. Although AI dependence showed a significant but very weak negative relationship with reading and writing skills, the findings imply that excessive reliance on AI tools may slightly affect students’ independent critical thinking, comprehension, and writing development. The English proficiency has significant relation to reading and writing skill but was not in AI dependence. Overall, the educational Institution and teacher should provide continuous instruction, classroom activities, and guidance. It significantly to the development of students’ reading comprehension and writing competencies; and also continue guiding students toward balanced and responsible AI utilization while promoting authentic literacy development.

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