Artificial Intelligence Powered Writing Assistant Usage and Technical Communication Ability of Junior High School Students

This study investigated the influence of Artificial Intelligence (AI) powered writing assistant usage on the technical communication ability of Grade 10 students in Governor Generoso South District, Davao Oriental using a quantitative descriptive-correlational design. A total of 210 students were selected through stratified random sampling and responded to a validated survey questionnaire. Results revealed that the overall extent of AI usage was extensive, particularly in language fluency and independence in learning, while grammar accuracy and language immersion were only moderately extensive. The technical communication ability of students was also rated as extensive, with knowledge dissemination and career preparedness leading the indicators. However, problem identification was found to be moderately extensive, indicating a need for targeted instructional support. A significant relationship was found between overall AI usage and students’ communication skills, with grammar accuracy, independence in learning, and language immersion emerging as significant predictors. Conversely, language fluency showed no significant correlation or influence. These findings highlight the importance of guided AI integration and critical thinking enhancement in writing instruction. Thus, it is recommended that teachers adopt blended strategies that combine AI tools with interactive and contextualized learning practices.