Author

Evin Marie C. Casue
Saint Ferdinand College
City of Ilagan, Isabela, Philippines
Email: evincasue@gmail.com

Abstract

Artificial intelligence (AI) is increasingly integrated into education and has begun to influence how students develop their English writing skills. However, limited empirical evidence exists regarding how both teachers and students perceive and utilize AI tools for English writing in the secondary education context. This study examined the perceptions, attitudes, and extent of utilization of AI as a tool for students’ English writing. Using a descriptive survey design, data were collected from 14 teachers and 330 senior high school students at Isabela National High School through a questionnaire adapted from Fabro et al. (2024). Results showed that Grammarly (71.43%) was the most preferred AI tool among teachers, while ChatGPT (87.58%) was the most widely used by students. Both groups favored grammar and spelling check features (teachers: 85.71%; students: 82.21%). Teachers reported low AI utilization (WM = 1.98), whereas students demonstrated moderate utilization (WM = 2.86). Significant differences were found between teachers and students in perceptions (p = .03) and utilization (p = .00). The study recommends strengthening teacher training and responsible AI integration in English writing instruction.

Keywords: Artificial intelligence, English writing, perceptions, attitudes, AI utilization, education

DOI: http://doi.org/10.69651/PIJHSS0501867

Recommended citation:
Casue, E. M. C. (2026). Teachers’ and students’ perceptions, attitudes, and utilization of artificial intelligence in English writing. Pantao (The International Journal of the Humanities and Social Sciences) 5 (1), 9764-9771. http://doi.org/10.69651/PIJHSS0501867

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