ARTIFICIAL INTELLIGENCE UTILIZATION AND ATTITUDE AS MODERATED BY SEX AND AI TOOL USED

English Language Teaching

This study examined the utilization of artificial intelligence (AI) and students’ attitudes toward AI among Grade 12 HUMSS students. It specifically determined the level of AI utilization in English learning, described students’ attitudes toward AI in terms of positive and negative perceptions, tested the relationship between AI utilization and attitudes, and identified differences in attitudes when grouped according to sex and level of AI use. A quantitative correlational research design was employed, and data were gathered from 163 respondents through a structured questionnaire. Descriptive statistics, Pearson correlation, and independent samples t-test were used to analyze the data.The findings revealed that students demonstrated a high level of AI utilization in English learning, commonly using tools such as ChatGPT, Grammarly, Quillbot, and Plagiarism checkers to support academic tasks like idea generation, grammar improvement, and essay development. The students generally exhibited a positive but cautious attitude toward artificial intelligence, recognizing its benefits in learning while also expressing concerns about its risks and limitations. Moreover, a moderate positive correlation was found between AI utilization and students’ attitudes toward AI, indicating that higher usage was associated with more favorable attitudes. However, no significant differences were found in attitudes when respondents were grouped according to sex and level of AI use. In conclusion, artificial intelligence served as an important learning support tool that enhanced students’ academic experiences, while their attitudes toward it was influenced more by perceived usefulness rather than demographic factors or usage frequency.

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