1

Artificial Intelligence Usage and English Literacy Rate of Senior High

School Students from The Rizal Memorial Colleges Inc.

A Research
Presented to the

______________________________

A Quantitative Study
Presented to
the Faculty of the
Integrated Basic Education Department of
THE RIZAL MEMORIAL COLLEGES, INC.
Davao City
______________________________

In Partial Fulfillment of the

Requirements for
PRACTICAL RESEARCH 2
______________________________

Daniel James F. Andales

Julian Rose O. Morado
Cesar E. Barrameda
Riza Mae C.Positos
Nuruniza Nasser
Aries C. Biares
Paul Pagas

Rohan Troy M. Nolasco

NOVEMBER 2024
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Chapter 1 – Introduction

As we adjust to a constantly evolving landscape in the 21st century, a new

front has been rapidly developing in the digital frontier; that is the advent

progression of artificial intelligence. Similar to the reactions of other societal

spheres, the education sector has met the usage of such technology with

weariness and bewilderment, as they are left to ask how this affects or benefits

them. The Philippines has long held a reputation of being one of the most English

literate countries within Asia, being second to only Singapore. In fact, there was a

time where the Philippines indeed was the best at this standard. Yet the country

has lost this title, in peril also to keep being among the best as statistics and

projections show alarmingly declining proficiencies in the English language. We,

the researchers, are here to illuminate this weary atmosphere of uncertainty

regarding artificial intelligence and English literacy rates by producing a study

that effectively investigates the correlation between the two variables within the

specific context of our locale, of which there have been no studies made for the

phenomenon.

In a study conducted in Pennsylvania, United States, by Ciampa et. al.

(2023), it was argued that the ‘interactive’ nature of ChatGPT and other types of

artificial intelligence may have motivational effects on academic engagement in

reading, writing, and critical thinking skills. Following this, they had explored the
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possibilities of integrating AI into literacy education, emphasizing its capacity to

provide assistance to students. However, as of yet, the potential for generative

artificial intelligence to augment reading and viewing lessons, assisting students

to comprehend and interpret texts in sophisticated ways has yet to be achieved

to full effect.

In addition, a study in Vietnam states that artificial intelligence tools such

as Grammarly and ChatGPT include foreign languages, English in particular, to

guide high school students in their learning process. It was further stated that

artificial intelligence supports students in improving pronunciation skills by using

speech recognition technologies; practicing listening skills by interacting with the

artificial intelligence, receiving instant feedback on pronunciation. The paper

aimed to synthesize the benefits and limitations of using such technology in order

to assist students in studying English for Vietnamese high school students.

(Quyet et al. 2024)

Furthermore, according to Kaledio et al. (2024), on their study conducted

in California, United States, it was found out that a significant benefit of artificial

intelligence in education is its ability to provide immediate and constructive

feedback to students. Artificial intelligence powered grading systems can

immediately assess and provide feedback on the majority of academic activities,

allowing students to understand their strengths and weaknesses at a fast, at

times, instant pace.

Moreover, a study conducted by Bantugan, et al., (2023), in St. Paul

University, Manila, Philippines, states that despite artificial intelligence systems

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attempts at addressing student learning through helping with obstacle alleviation,

there is still a great lack of understanding about the standing of artificial

intelligence in providing a personalized learning environment for Filipino

students. Ultimately, their findings show that artificial intelligence personal

learning systems, while promising, face challenges such as the need for

empathetic artificial intelligence systems, comprehensive teacher training, and

underscores areas for further research and consideration to realize the full

potential of AI personalized learning interventions.

Additionally, researchers in STI College, Bacolod, Philippines, discovered

that by leveraging text-to-speech artificial intelligence technology, educators can

enhance comprehension, language skills, and accessibility for all students,

fostering a more inclusive and dynamic classroom. Their findings indicate

substantial enhancements in literacy skills, highlighting the promise of artificial

intelligence as a valuable resource in modern education (De La Torre, et al.,

2024).

Furthermore, in Columban College, Inc., Olongapo, Philippines, a study of

Dalan (2023), he states that artificial intelligence interventions hold vast promise

in enhancing english proficiency through the offered personalized learning made

possible by the technology. Yet, realization of potential artificial intelligence

efforts must be taken carefully, adapted into a locally conscious and considerate

tool. He concludes that while artificial intelligence usage holds great promises for

language education, contextual factors and ethical implications must be

considered imperative for successful implementation.

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Finally, in a very closely related study produced at The Rizal Memorial

Colleges, Davao, Philippines, it was observed that when students utilize artificial

intelligence, there is an improvement on their cognitive skills alongside

enhancement in learning efficiency. However, they do state that despite holding

promise for enhancing education, further research is warranted to comprehend

full impact on academic performance (Mahusay, et al., 2023).

Rationale of the Study

The researchers conducted this study to investigate if there is a significant

relationship between the usage of artificial intelligence and the rate of English

proficiency. The researchers wanted to address the issues concerning the use of

artificial intelligence and their correlation with English literacy, providing a

thorough view of the issue with intent to determine what possible avenues of

action must be taken to improve upon beneficial effects, alongside terminating

any adverse effects.

With all the ideas gained and mentioned above, the researchers found it

relevant to conduct this research to determine the correlation between artificial

intelligence usage and students' English literacy rate, particularly Senior High

School students from Rizal Memorial Colleges, Inc. It is also significant to answer
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or fill this gap to share knowledge with the readers, particularly for the significant

number of students using artificial intelligence.

Purpose of the Study

The purpose of this study is to give people the following essential

knowledge and information about the subject matter from the respondents,

current studies, and associated websites:

Students

Students can understand and realize the advantages and disadvantages

of artificial intelligence, specifically in the context of their English language

proficiency. Furthermore, they will gain a useful understanding on how better to

utilize artificial intelligence tools in a manner that will prove helpful to their rate of

English literacy.

Teachers

As the use of artificial intelligence tools has been peaking throughout

recent contemporary period within the context of the education sector, educators
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can know how to effectively manage the varying polar effects of artificial

intelligence. This will also assist teachers in identifying the greater ways of

approaching the application of the aforementioned tools in their education styles

and curricula.

School Administrators

For administrators, this study highlights various statistics that prove vital to

understanding the standing of artificial intelligence in the field of language

education. By understanding the specific needs for curriculum reform and the

integration of artificial intelligence technology, administrators can better allocate

resources and support initiatives that help better understand these tools of

artificial intelligence. This can lead to improved educational outcomes and a

more dynamic learning environment that prepares students for the digital age.

Future Researchers

This study provides new opportunities for future researchers to investigate

the effects of digital pedagogy, particularly in tackling the topic of artificial

intelligence usage among senior high school students. It provides a core

framework for longitudinal research that investigates the effects of digital learning

tools on general student language literacy, as well as the necessary changes

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within curriculums to properly cater to a heavily artificial intelligence defined

digital frontier of education.

Statement of the Problem

This study will determine the correlation between artificial intelligence usage

and the rate of English literacy of senior high school students from The Rizal

Memorial Colleges Inc. It sought to answer the following specific questions:

1. What does the usage of artificial intelligence entail for the senior high

school student from The Rizal Memorial Colleges?

1.1 Attainment

1.2 Cost

1.3 Utility Value

2. What is the rate of English proficiency of the average senior high school

student from The Rizal Memorial Colleges?

2.1 Writing and Reading Skills

2.2 Vocabulary/Lexicon

2.3 Metacognitive Skills

3. What is the correlation between the usage of artificial intelligence and the

English proficiency rate of a Rizal Memorial Colleges Senior High School

Student?

Hypothesis
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The study was tested at 0.05 significance

H01: There is no significant relationship between artificial intelligence

usage and English literacy rates.

Review of the Related Literature

The concept and definition of artificial intelligence usage and English

literacy rate are presented at the beginning of the section to provide an overview

of the recent study. Artificial intelligence usage is the independent variable, with

attainment, cost, and utility value as indicators. On the other hand, English

literacy rate is the dependent variable, with reading and writing skills,

vocabulary/lexicon, and metacognitive skills being its indicators.

The topic is expanded to cover further studies on the relationship between

the rate of English literacy and artificial intelligence use indicators. Previous

studies are also presented to strengthen and sustain the study topic's anchor.

Literature sources include books, websites, articles, research papers, and

dissertations.

Artificial Intelligence Usage

UNESCO (2019) cites three ways in which education is connected with AI,

using the tools in class appropriate for the case learning with AI, where students
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use AI tools in class; learning about AI, which is related to teaching students how

AI works; and provision for AI, therefore, the understanding of the expectations

that AI holds for people. Additionally, UNESCO is of the view that AI can assist in

addressing what are arguably the greatest problems of education by offering

alternative methods of teaching and learning which promote equity and are

inclusive, thus contributing to the realization of Sustainable Development Goal 4

(ensure inclusive and quality education for all). On the other hand, such a rapid

growth of AI technologies reveals a number of dangers and issues that have

developed quicker than regulation and policy making has had time to respond to.

The incorporation of Artificial Intelligence (AI) in the processes of higher

education has its benefits and challenges, ethical issues and unemployment due

to AI-technologies are among them. In order to meet the challenges, there are

various strategies in place to encourage the integration of AI into the education

sector. This research looks at the functions of AI in the Indian higher education

institutions, classes of AI applications, examines the variables affecting the

implementation of AI in the processes of higher education, and formulates a

strategy for the stakeholder’s involvement in the processes of the implementation

of AI applications in higher education (Sharma, et al., 2023).

Gao et al. (2022) from Chicago, United States, noted that with the release

of ChatGPT, which is a potent technology, it is provided free of charge to all

users and millions are interacting with the novel technology. However, it

establishes an alarming trend where users tend to rely too much on the output of

AI dialogue systems, often accepting the so-called AI hallucination without

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questioning where it came from. Such overreliance is further compounded by

cognitive distortions of self actuated judgement which is contrary to the principles

of rationality and heuristics or thinking that is simply based on a mental shortcut.

Furthermore, a paper in Laguna, Philippines, sets the objective to explore

the AI's role in learning awareness, both from a policy and practice perspective,

as well as the frameworks of learning and their analyses to improve what was

taught, measuring the extent of AI influence in these practices and its impact on

students. The present research is also going to investigate the faith, advantages,

drawbacks, and expectations of teachers as well as students regarding the

application of AI technology in and outside the classroom. It is studying how the

chosen teachers are utilizing AI for Instruction and Professional Development

and finally, Student views on AI-based learning situations with respect to

engagement, interest, and motivation. (Umali, 2024)

Moreover, a study conducted in CALABARZON, Philippines, Estrellado

and Miranda (2023) states that all the possibilities and opportunities of AI in

education in the Philippines can give a great potential and opportunities for

improvement of learning but there is the lack of information in the current

research regarding the analysis of the use of AI in the field of education. The

following paper aims to look for the potential enhancement AI can bring in the

learning process and approaches towards the intended academic achievements.

Thus, it has been deemed appropriate to examine the potential correlation linking

the extent to which AI has been used in the Philippine education systems with
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educational performance as reflected academic achievements as afforded by the

indicators of educational systems in the country.

Continuing this, as a result, in Pangasinan, Philippines, it was described

the shift AI had brought into education and more specifically on how learning

styles and students’ performance are related. The research also focuses on the

areas of learner engagement, choice and use of technology supported

assessments and the learning environment specific to technology integration.

According to Ventayen, these frameworks are effective in developing the core

aspects of an education system inclusive environment and continuing

development to accommodate all the learners (Ventayen, 2023).

As discussed by Ian Carl Espinosa (2023) the emerging industry in Davao

with AI influence is financial technology and continuing by education technology.

Examples range from learning management systems for every learner such as

LMS 3, to other Artificial Intelligence solutions that were showcased in the AI

Pinas R & D Conference. Said that almost all business startups in the city had

used artificial intelligence especially in novelty in financing, labour and education.

Attainment According to Xiao et al. (2024), their study confirms the direct

effect of AI on academic well-being and educational attainment. By measuring

variables of academic well-being, we also show that AI literacy in China and Iran

significantly affects educational attainment. These findings have implications for

students, teachers, and educational administrators of universities and higher

education institutes, providing knowledge about the educational uses of AI

applications.
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On top of that, a South African study concludes that the artificial

intelligence “coaches” satisfies the ease-of-use technology adoption factor and

promoted autonomy and competence. Organizations should seriously consider

the use of AI coaching to support graduate employees given the significant

challenge they face and the lack of support. The use of AI coaching is a new

frontier in organizational coaching. Their study provided initial insights into

potential role of AI coaching in niche organizational context such as graduate

employee support (Terblanche & Tau, 2024).

Furthermore, Gbadebo (2024) published a paper in South Africa that

states recommendations for maximizing AI's productivity benefits include

investing in AI literacy and interdisciplinary collaboration, as well as establishing

clear ethical guidelines and regulatory frameworks. While concerns about

algorithmic bias, data privacy, and responsible AI use are acknowledged, the

overarching narrative suggests that AI has the capacity to revolutionize research

practices and drive positive change. By leveraging AI effectively and ethically,

researchers can streamline processes, accelerate discovery, and ultimately

advance knowledge and innovation across diverse fields and disciplines.

Additionally, an article published in the Philippines states that while AI has

the potential to revolutionize education, there are also some challenges that need

to be addressed. We still have a lingering issue about the inadequacy of the

country’s digital infrastructure. There have been significant improvements in the

last couple of years but still not enough to allow an inclusive roll-out of an AI-

driven education system on a nationwide scale. Another challenge is that

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teachers need to be trained on how to use AI effectively in the classroom.

Interactions between people suffer from excessive phone use (Ibrahim, 2023).

Moreover, in a study made in the Philippines by Asirit and Hua (2023),

they produced results that emphasized the necessity for institutions and

policymakers to be proactive when artificial intelligence is transforming many

companies and social systems. Students must learn AI literacy, combining

knowledge and practical application, to navigate the AI-driven environment's

complexity and opportunities. The endeavor requires teaching technical skills and

a deep grasp of AI's social and ethical implications. Institutions can prepare

students for a future where artificial intelligence is becoming more important by

understanding these effects and tailoring teaching.

Finally, another paper in the Philippines showed that mostly, AI tools are

employed for writing help such as paraphrasing and grammar checking with most

of them finding these tools useful in dealing with complex problems and

enhancing their productivity. Additionally, it shows that students are using AI

tools without being too much dependent on it. Thus, this can be related to their

perception that AI tools makes errors/mistakes and violates their privacy

(Cuyugan, 2024)

Cost. According to a study published in Oman by Arbab et al. (2024), their

results indicated that improving writing skills, critical thinking and analysis were

the top 3 ranked skills which get enhanced in students by AI tools. As to fairness

in AI tools' usage, the majority of the students agreed that these tools should only

be used for generating ideas and structuring assessments. Results also revealed
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that 50% of the students were of the opinion that their institutions do not

effectively regulate the use of AI. However, responses to questions on utilizing AI

indicated that out of the students who had been penalized, 35% had a reduction

in marks, 30% were asked to resubmit the assessment, 26% were given

warnings, while 10% were given a ‘fail’ grade. Formulating standardized policies

and regulations on AI usage, proper dissemination, and their implementation

were the general recommendations obtained from the study.

Moreover, a Korean paper discusses the growing adoption of digital

transformation in public sector organizations, particularly in national statistical

offices. AI-driven strategies disrupt traditional labor-intensive methods,

necessitating a balance between real-time information and statistical accuracy.

The paper proposes an integrative review and multi-case study approach to

understand the benefits and costs of AI adoption in national statistical processes,

accelerate digital transformation, and provide valuable insights for policymakers

and practitioners in optimizing AI use in data collection, generation, and analysis.

(Rim & Kwon, 2023).

Following this, an analysis by Celik et al. (2022) in Finland projected that

AI offers teachers several opportunities for improved planning (e.g., by defining

students’ needs and familiarizing teachers with such needs), implementation

(e.g., through immediate feedback and teacher intervention), and assessment

(e.g., through automated essay scoring) of their teaching. They also found that

teachers have various roles in the development of AI technology. These roles

include acting as models for training AI algorithms and participating in AI

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development by checking the accuracy of AI automated assessment systems.

Their findings further underlined several challenges in AI implementation in

teaching practice, which provide guidelines for developing the field.

Additionally, an analysis made in the Philippines, by Prestoza and

Banatao (2024), of pre-test and post-test data demonstrates a significant

improvement in academic performance, particularly among female students.

Students should be educated about AI tools and receive enhanced training to be

able to effectively use them in future educational initiatives. To address gender-

based differences in intervention effectiveness, tailored approaches are

necessary. Student engagement and fostering a conducive learning environment

can be enhanced through continuous evaluation of AI-integrated programs. It

highlights the potential of AI to revolutionize education, emphasizing the need for

ongoing assessment and targeted support to ensure optimal implementation.

Furthermore, an article published in the Philippines states that using AI in

Education can also reduce the cost of education from an educational institution’s

perspective, and quite significantly if used to its potential. AI can automate a

number of tasks assigned to administration, teachers, IT, and more. For

example, AI can take on daily tasks such as grading, scheduling, data

management, and even tutoring. With AI in education, educational institutions

can save on budget by cutting down resources required to operate efficiently,

thereby increasing cost-effectiveness (Adlawan, 2024).

As a final point, according to Giray and Silos (2024), in a column

published in the Philippines, Filipino instructors and administrators acknowledge

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AI as a transformative tool for teaching, administrative tasks, and research

productivity. However, they acknowledge its limitations, such as cheating and

data fabrication, and the need for regulatory policies and ethical guidelines in

higher education. They also report on their home institutions' AI policies and

advocate for a reassessment of their stance on AI's increasing presence.

Utility Value. According to Martinez et al. (2024) in a study produced in

Georgia, United States, it was revealed that participants had a high utility value of

improving writing in all three skill areas and possessed a variety of underlying

motivations, including obtaining further education, seeking future employment,

and personal reasons. Participants' age, educational attainment, and reading

levels showed relationships with utility value of improving grammar and spelling

skills, and age showed an additional relationship to utility value of improving word

processing skills. This work extends research on motivation in this population

and supports the application of expectancy‐value theory to both adult motivation

and writing motivation.

Furthermore, findings from Massachusetts, United States, suggest that

more resources should be put into creating and expanding opportunities in STEM

that utilize a combination of pedagogical strategies focused on team-based

learning and an interdisciplinary design. Further research is needed to

understand these effects in more detail (Wells et al. 2024).

However, it was concluded by Jeong et al. (2024) in Korea that utility

value can be further divided into subtypes based on criteria such as purpose or
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domain of usefulness. Additionally, these subtypes of utility value may exhibit

distinctive characteristics. Therefore, their study suggests that future research

should distinguish and measure each subtype, and investigate how students'

learning varies according to the different subtypes of utility value.

Additionally, an article from the Philippines made the case that since AI is

trained to be sensitive to the users and the conditions in which they are studying,

students studying in other parts of the world will receive an education that aligns

with their preferred learning styles, trends, preferences, and much more. This

would enable Filipino pupils to handle various study techniques regardless of

their academic level. This allows the student to be certain, if not definitive, that

their learning standards are appropriate for highly individualized approaches and

styles (IDP, 2024).

Adding to this, in an article published in the Philippines by Ortiz (2024), he

argues that one could counter that as AI is not a person, it cannot possess

intellectual property. However, it's also plausible that legal fiction or artificial

persons recognized by our laws might confer AI intellectual property rights.

Experts will undoubtedly continue to dispute for years to come whether or not the

information given by AI belongs to the owner. In conclusion, using the data that

AI provides and properly citing it for academic or schoolwork is the greatest

approach to address this problem.

Finally, another article in the Philippines declares that 83% of students rely

on artificial intelligence when it comes to tasks regarding research and writing.

This indicates a shift towards AI-assisted learning, where students can focus on
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analysis and critical thinking while AI handles the heavy lifting of information

gathering and content creation. Test preparation follows closely at 52%,

showcasing students’ openness to utilizing AI for exam success. Language

learning isn’t far behind at 47%, demonstrating AI’s potential to break down

geographical barriers and democratize access to foreign language education

(“admin”, 2024).

English Literacy Rate

According to a study conducted in Kazakhstan by Abdullayeva and

Musayeva (2023), it is stated that the effects of Chat GPT, an AI-assisted writing

tool, on students' writing abilities are examined in this research. Students can get

help from Chat GPT with writing prompt generation, comments and revision

ideas, and writing support. In addition to discussing the advantages and possible

disadvantages of utilizing Chat GPT to help students become better writers, the

article offers instances of how this technology is being applied in the classroom.

These include AI-powered writing tools like Grammarly and Hemingway Editor,

as well as the University of Michigan's M-Write AI writing coach. Although Chat

GPT has the potential to revolutionize writing instruction, further study is required

to see how well this technology works to enhance students' writing abilities.

Supporting this, in a paper published in South Korea, a case is made that

because chatbots and language learning apps provide users with instant, useful
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exercise and feedback supported by artificial intelligence, they are most well-

known for improving English ability. More specifically, it makes it possible for

students in isolated or rural locations or in schools in developing countries to

study effectively because the technologies in question give them the opportunity

to practice speaking, writing, and reading English. This teaching or learning

approach has been linked to higher motivation, which is thought to be crucial for

picking up a new language. (Lee & Maeng, 2023).

In contrast, in Australia, Bender (2024) makes a case for the beneficial

application of Gen-AI in the classroom to enhance reading, watching, and

interpreting instruction while considering ethical issues including plagiarism,

equity, and access. This discussion article examines the pressing and urgent

question of how, when, and why English may interact with AI without taking an

evangelical or dystopian stance.

Moving on, in Naga, Philippines, it was stated by Abojon, et al. (2023),

adaptive learning available as an embedded function of an AI-driven learning

platforms can track learner’s pace and respond with feedback and further

resources for learners who were unable to grasp information. Such type of

individual instructions in English enhances literacy since students obtain the

particular interventions necessary for acquisition of language skills. However,

there are problems concerning availability or implementation of AI in schools

since not all of them in the Philippines can afford the right equipment and

mechanisms to hold AI. These are some of the factors the educators have to
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consider while using AI for enhancing English among senior high school

students.

Moreover, in a study conducted in Quezon, Philippines, there was a point

made regarding the use of AI, presenting immense possibilities in fostering

English literacy however, there is also social, moral threat and barriers. For

example the protection of data which is always a big concern and ethical worries

such as dependence on artificial intelligence and robots which can lead to job

loss are some of the problems associated with the subject of big data. Besides,

the digital divide could again forestall the parity of AI tools whereby students from

poor background would be put at a disadvantage. To this end, it is crucial that

considerations of AI with fairness in learning be well-coordinated between

educators, policymakers, and technology collaborators (Estrellado & Miranda,

2023).

Additionally, according to a study by Bantoto et al., (2024) from

Zamboanga, Philippines, it is stated that while artificial intelligence is being used

in the educational field as well as by organizations and governments, there is still

not much known research on artificial intelligence usage in higher education for

language learning. Their results suggest that the students are ready to adapt

artificial intelligence in their English language learning.

Finally, in an analysis conducted by the Philippine Stastics Authority

(2023) the overall literacy rate in the Philippines, including Davao City, was

discussed. It highlights the kinds of activities being used to improve literacy and

compares Davao's initiatives to those of the entire country. Additionally, Davao is

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more focused on educational technologies that use artificial intelligence (AI) and

creative learning management systems to enhance English literacy.

Writing and Reading Skills. Findings in India by Bhutoria (2022) bring

forward AI's success in catering to specific learning requirements, learning

habits, and learning abilities of students and guiding them into optimized learning

paths across all three countries. Furthermore, the literature makes it clear that AI

enhances instructional materials, adapts them to each person's needs, and

raises the red flag for potential learning challenges. In addition to optimizing the

teaching-learning environment for a better learning experience, this recalibrates

the function of instructors. The next generation can now receive individualized

education thanks to the increased trend of educational growth brought about by

AI, but there are drawbacks as well. According to current research, the promotion

of such technologies for daily use is hampered by concerns about data privacy,

the accessibility of digital resources, and financial limitations.

Supporting this, a study from Indonesia states that artificial intelligence

based microlearning has the potential to improve learning outcomes and

enhance participant engagement. However, the study has certain limitations, and

future research is needed to gain a comprehensive understanding of the optimal

design and delivery of microlearning modules. The study supports the use of

microlearning in higher education as an effective instructional strategy (Hidayat,

2024).

Additionally, findings by Kurniati and Fithriani (2022), show that the study's

post-graduate participants answered favorably toward utilizing QuillBot to help

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people write better. Additionally, it was discovered that using QuillBot had three

advantages: it improved students' positive attitudes toward writing, offered a

range of easy-to-use writing tools, and aided in their language development.

According to this study, QuillBot and other AI-powered writing tools play a big

contribution in helping students produce high-quality writing, especially when it

comes to academic writing.

Furthermore, in a Philippine study, it was argued that AI-powered

language learning applications can simulate conversations, which can enhance

listening comprehension skills. In the context of reading, AI has the capability to

adapt reading materials to the learner’s level, thereby promoting reading

comprehension. Lastly, for viewing skills, AI can analyze and interpret visual

media, which aids in the development of visual literacy (Eslit 2024).

Moreover, findings by Lipalam et al. (2024) in the Philippines, revealed

that students had favorable opinions of grammar checkers and saw them as

useful resources for enhancing their academic writing and grammatical skills.

Students' intentions to use grammar checkers in their writing assignments were

found to be strongly predicted by their positive sentiments toward them.

Adding to this, it was highlighted in a paper published in the Philippines

that the need for AI literacy programs in curricula and for developers to tailor AI

tools to Filipino students' needs. Policymakers should promote responsible AI

use in education. This research guides future educational practices and policies

in the Philippines regarding AI in academic writing (Fabro et al. 2024).

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Finally, according to Dingal et al. (2024), most of the students in Davao

del Norte and Davao del Sur could not write properly during class. As a result, in

the local Municipality of Mawab, the researchers noticed that some students are

still possessing the weakness in writing an academic text in a correct manner.

This urged the researchers to find out if the use of AI can make a big difference

with the increasing cases of students’ academic writing in Lorenzo S. Sarmiento

Sr. National High School.

Vocabulary/Lexicon. According to a study conducted by Selvi and

Thirumoorthi (2024) the influence of computer-assisted language learning (CALL)

on vocabulary acquisition was investigated. It presents the manner in which

digital tools, such as vocabulary software and online resources, can provide

customized and interactive learning. AI not only meets the individual needs of

learners but also enables them to acquire and memorize vocabulary in a more

efficient way. AI includes varied needs of students and assists them learn

vocabulary better sustainably.

Furthermore, findings in Indonesia indicated that the majority of students

are accustomed to studying English vocabulary with the aid of artificial

intelligence, such as ChatGPT. They are aware of ChatGPT's objectives and

think it is a useful educational tool. Students from generation Z are generally

more enthusiastic about using ChatGPT to learn English. These students are

more likely to use ChatGPT to advance English vocabulary (Losi et al. 2024).
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Moreover, a study by Alharbi and Khalil (2023) reveals challenges in AI-

assisted learning, including technical issues and perceived lack of human

interaction. Teachers' perceptions vary based on age and experience, with

younger teachers appreciating AI's efficiency and innovative methods, while older

teachers express resistance. The findings could help understand AI's perception

in vocabulary learning for ESL/EFL contexts and its potential impact on teaching

practices.

In addition, findings in Isabela, Philippines, revealed that all the five

indigenous learner-participants demonstrated English vocabulary deficiency to

name depicted objects in the surroundings. They had struggles in reciting week-

days, months and in citing common Philippine events. They had difficulty in

conveying illustrated antonyms and synonyms. These findings denote a

language intervention to improve essential skills in English semantics. This study

can be an alternative to investigate problems in other language literacy domains

(Leaño et al. 2019).

Besides that, according to Fidinansyah (2024), univerisities would want to

utilize the latest teaching techniques, which is the current way science and

technology advance. Therefore, they must implement AI in lectures to assist

students in learning. As universities consists of a student body that comes from

various backgrounds and is multilingual in nature, it becomes very important to

efficiently facilitate the learning of vocabulary among them.

To add to that, it was concluded in a study conducted in San Carlos,

Philippines, that using flashcards for vocabulary practice and online vocabulary
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learning platforms can be more effective methods for vocabulary acquisition in

the English language classroom, as they provide greater engagement and

enjoyment for students. The findings of this study can provide valuable insights

for English language teachers in designing effective vocabulary instruction

strategies (Coroza, 2024).

Finally, in Davao del Norte, Pascual (2019) produced a paper wherein it

was found out that the oral proficiency of first-year college students in Davao del

Norte was evaluated concerning their involvement in an English environment. It

obtained the informati

on that there is a significant connection between this exposure and the

students' oral proficiency level. The results from the study showed that more

extensive exposure to English from different media plus interaction with a person

is a key factor to the improvement of vocabulary, which, in turn, makes both

school and out of extracurricular language experience the key to language

acquisition co-educational communication.

Metacognitive Skills. According to Perry et al. (2019), after determining

that metacognition instruction can enhance student performance in the

classroom, they asked the English government's views on evidence-based

practice. They inquired as to why the government chooses to implement certain

policies and tactics with a global body of evidence while ignoring others with at

least as solid of an evidence base. The paper's conclusion makes

recommendations for how national policy, initial teacher education institutions,

and schools can all enhance their policies and practices.

 26

In contrast to this, a study produced in Hong Kong states that while there

was a relationship between students' self-regulation skills and academic

achievements in the English lesson, no significant relationship was found

between their metacognitive skills and academic achievements. It was concluded

that students' levels of metacognitive skills differed in favor of the female

students but not by students' faculties, type of education, ages, and type of

graduation high school (Adigüzel & Orhan, 2017).

Additionally, another study in Hong Kong by Teng (2019) analyzed the

impact of metacognitive reading strategy instruction on English language

learners' comprehension. The study involved 25 Grade 5 students who learned

English as a second language. The metacognitive instruction was incorporated

into 10 reading lessons, and data was collected from notes, reflection reports,

group discussions, and tests. Results showed that the students improved their

understanding of reading, awareness of metacognitive knowledge, and

confidence in reading exercises.

Furthermore, a study developed in Ukraine proved that younger students

are mostly characterized by sign and symbolic thinking; this confirms the

possibility of using metacognitive schemes in teaching English to children of this

age group. Particular attention is paid to the analysis of the practical experience

of using metacognitive schemes in the practice of teaching English to primary

school children. This technique involves the construction of a mental denotative

graph that performs the function of sense formation and mental interpretations

modeling in the students' minds. The obtained results complement the materials
 27

presented by scientists regarding the trends in teaching English to primary school

children using a resource of metacognitive scheme (Tokareva & Tsehelska,

2020).

Moving on, a study by Vargas-Isidro et al. (2023) in Cavite, Philippines,

found that the majority of student respondents apply self-motivation at work and

some of them are easily distracted, which makes them feel uncomfortable to

perform the tasks. The findings reveal that despite some slight lapses on their

side throughout the pandemic, students at their college locale were capable of

dealing with the hardships and continue to learn. The topics were employed to

help them better their learning and prepare for a future career as educators.

Additionally, another study in Cavite uncovers the resilience of students in

navigating educational challenges amid the pandemic, harnessing metacognition

to enhance learning and fortify their future teaching vocations. However, the

study's scope is confined to examining metacognitive strategy

improvement,relying solely on the self-assessed metacognitive levels of the

participants. Their research contributes original insights into the metacognitive

strategies within the unique context of Philippine higher education, centering on a

select group of Education majors and their self-regulatory learning techniques

(Reyes-Chua et al., 2023).

Furthermore, findings of a study in Bicol, Philippines, by Torres and

Orleans (2021) revealed what the elements of metacognitive teaching are,

suggesting the requirements of a metacognitive environment in teaching and how

 28

it can be developed. Finally, the generated model of metacognitive teaching

presents attributes and essential qualities of ascience teacher.

Finally, in Davao City, Philippines, a correlation analysis demonstrated

that there was a significant relationship between student-centric pedagogy and

the analytical thinking aptitude of students in Davao Central District, Davao City.

Evidently, regression analysis proved that student-centric pedagogy in terms of

learner empowerment, self-directed learning, and technology integration

significantly influences the analytical thinking aptitude of students (Matangcoy,

2024).

Theoretical/Conceptual Framework
 29

This study is supported by the Theories of Early Literacy Development

prepared by Carol and Breadmore (2021), stating that The purpose of literacy is

to share meaning between an author and a reader – to understand what others

have written, and to share your own ideas with others. However, the written form

of English is not independent from the spoken form. It is an alternative set of

visual symbols that were arbitrarily mapped onto the spoken language so that

messages could be shared over space and time. Most children begin to learn to

read and write following many years of experience understanding and speaking

spoken English. Unlike spoken language, which usually develops spontaneously

given sufficient exposure to speech, literacy normally depends upon explicit

instruction. Literacy depends upon a wide range of language and cognitive skills.

Theories of skilled literacy are concerned with the processes that are used

during reading and writing. Theories of literacy development describe how

literacy changes as children gain the language and cognitive skills that underpin

those processes. To maximise the benefits of literacy instruction, it is essential to

understand the processes used during reading and writing, and the skills that

need to be in place to enable those processes to function efficiently. Only then

can we understand broader factors that influence the development of those skills,

such as affective factors including self-efficacy and motivation, or environmental

factors including the home and school literacy environment.

 30

The Connectivism Learning Theory, established by George Siemens and

Stephen Downes in 2005, is another theory that supports this study. This theory

is centered on the idea that digital technology expands social and educational

opportunities and recognizes that much of our learning occurs through

technology. According to this theory, when a person uses technology to solve a

problem, connectivism occurs. This can include searching for information online,

contacting peers, or browsing social media.

The Connectivism Learning Theory suggests that using technology to

solve problems can lead to a deeper understanding of a subject. Thus, students

can benefit from mobile phones as a form of technology by using them to simplify

their studies and enhance their academic achievement. School-related apps can

make students’ lives easier, but it is essential for them to use their phones

responsibly. Through educational apps and online platforms, students can track

their grades and receive instant feedback on their performance, which can

improve their understanding and motivation to learn. However, it is crucial to

manage the use of mobile phones in the classroom effectively to prevent

distractions and ensure they are being used for educational purposes. Teachers

can use the Connectivism Learning Theory to develop strategies for

incorporating mobile phones into the learning process and helping students use

them effectively to enhance their learning experience and improve their grades.
 31

The independent variable (artificial intelligence usage) and the dependent

variable (english literacy rate) have a relationship with each other in the sense

that artificial intelligence use, depending on the usage, may have a correlation

with the rate of english literacy.

 32

Independent Variable Dependent Variable

Artificial Intelligence Rate of English Literacy

Usage
• Attainment Reading and
• Cost Writing Skills
• Utility Value Vocabulary/
Lexicon
Metacognitive
Skills

Figure 1. Conceptual Framework Showing the Correlation between Artificial

Intelligence Usage and Rate of English Literacy
 33

Chapter 2 – Methodology

The methods and processes used to carry out this investigation are

covered in this chapter. This section details the research design, respondents,

research locale, research instrument, data gathering, and data analysis.

Research Design

In the quantitative study design, the researcher used a non-experimental

descriptive correlation method. According to Jhangiani et al., (2021) non-

experimental descriptive correlation method is research that does not involve the

modification of an independent variable. Researchers doing non-experimental

research simply assess variables as they occur naturally rather than influencing

an independent variable. The researchers also considered that using a non-

experimental descriptive correlation research method was suitable to address the

research questions formulated as they aimed to investigate the Grade 12 Senior

High students' mobile phone usage and their academic performance.

 34

Research Locale

The study’s respondents were from Rizal Memorial Colleges Inc., a private

educational institution in Davao City that offers basic education, college degree

programs, graduate studies, and a college of law, Located at Purok 5, Lopez

Jaena & F. Torres Streets, Barangay 8-A Poblacion Davao City. The school

specifically offers senior high school programs which have academic tracks and

technical vocational and livelihood tracks. The Rizal Memorial Colleges, Inc. was

officially incorporated and duly registered with the Securities and Exchange

Commission on April 5, 1948. RMC was formed by a group of young men, mostly

alumni of colleges and universities in Metro Manila.

Research Respondents

100 students was the intended number of respondents. The researcher’s

sample technique was a stratified random sampling. Stratified random sampling

is a method of sampling that involves the division of a population into smaller

subgroups known as strata (Simkus, 2022). This particular method of sampling

was chosen as it allowed us to gauge precise estimates for the many subgroups

within our locale, effectively representing the strata in an efficient and accurate

manner.
 35

Research instruments

To collect information for the independent and dependent variables, a

researcher-made questionnaire was utilized to gather data on students' mobile

phone usage. The ranking listed below was applied to the respondents'

responses to the questionnaire in order to ascertain the extent of senior high

school students' artificial intelligence usage: 5 as strongly agree; 4 as agree; 3 as

neutral; 2 as disagree, and 1 as strongly disagree.

Following that, the outcomes were also explained using the Likert scale

below.

Range of Description Interpretation

means
4.20 – 5.00 Very High This means that artificial intelligence
usage of senior high school students is
always evident
3.40 – 4.19 High This means that artificial intelligence
usage senior high school students is often
evident
2.60 – 3.39 Moderate This means that artificial intelligence
usage of senior high school students is
sometimes evident
1.80 – 2.59 Low This means that artificial intelligence
usage of senior high school students is
 36

seldom evident
1.00-1.79 Very Low This means that artificial intelligence
usage of senior high school students is
not evident at all

Range of Description Interpretation

Means
4.20 - 5.00 Very High This means that ample english literacy is
always evident
3.40 - 4.19 High This means that ample english literacy is
often evident
2.60 - 3.39 Moderate This means that ample english literacy is
sometimes evident
1.80 - 2.59 Low This means that ample english literacy is
seldom evident
1.00 - 1.79 Very Low This means that ample english literacy is
not evident at all

Ethical Considerations

The protection of human subjects by implementing appropriate ethical

practices is crucial in any research study. In quantitative studies, ethical

 37

considerations (Orb et al., 2001) have a specific resonance with respect to the in-

depth nature of the methods proposed before the conduct of the said study. In

accordance with The Rizal Memorial Colleges Inc.’s Research Ethics Committee,

the researchers made sure that the ethical considerations were rigorously

followed and observed.

Social Value. This study has the primary goal of evaluating the extent of

technology use of students and its direct impact to their self-directed learning

process. With this, it has a perceived social value as it can help unearth

significant insights about the attitudes and behaviors of students toward their

technology use and learning strategies.

Informed Consent. Before the conduct of the interview, the research

participants chosen for the research study were given informed consent forms

(ICF) for them to be aware of the grounds for which the said study was

established. By doing so, they were informed of the purpose, procedures, risks (if

any), benefits, as well as their rights and role in this particular research endeavor.

The vulnerability of the research participant. One of the vulnerabilities

identified among the research participants is the possibility of their responses

being leaked or disclosed without their consent or knowledge. As such, the

researchers will make sure that the privacy and confidentiality of our participants

is respected and observed securely.

Risks, Benefits, and Safety. The researcher shall strive to ensure that the

possible risks will be mitigated and or removed upon conducting the study. With
 38

this, strict compliance to confidentiality protocols is deemed imperative and is to

be followed accordingly. As for the benefits and safety that are present and are to

be gained in this study, these will be ensured by the researcher in the form of

financial reimbursement for all expenses incurred by the informants.

Privacy and Confidentiality of Information. This study aims to adhere to the

Data Privacy Act of 2012 or Republic Act 10173. This is to ensure that the said

law is followed to the highest regard, wherein no names or information regarding

the participants are spread outside of the study ensuring absolute confidentiality.

Justice. The researcher must adhere to impartiality, by no means be

unbiased, and must provide better treatment to any participant, ensuring absolute

fairness. All of the informants will be provided ample time to partake in the

interview alongside the ability to supplement or retract any information that they

deem necessary and unsatisfactory. They, too, shall be provided with free load to

ensure that they are able to access the internet on a device of their choosing.

Transparency. Before the conduct of the study, the researcher must

provide a clear and sufficient explanation and or clarification, if necessary,

regarding the methodology of the research study, wherein the methods are to be

thoroughly discussed for the participants to understand the processes involved.

This is to ensure whether they are genuinely willing to enlist or remove

themselves from the study as they see fit.

Qualification of the Researcher. In the assurance of the quality of the

study, the help of a research adviser, panelists, experienced transcribers, and

data analysts are present to guide, correct, and guarantee the quality of the
 39

study. This shall then ensure that every shortcoming of the researchers will be

filled by the competent individuals aforementioned for it to pass the professional

level of critique.

Adequacy of Facilities. Since the surveys would take place online, the

researchers would simply need to check that the virtual resources, such as digital

devices, are functional and working (e.g., phones, laptops, internet connections,

etc.). Aside from that, they should also ensure that the respondents have

sufficient load and access to the internet in order to ensure that the data

collection process is not null and invalid.

Community Involvement. After the accomplishment of this study, the

researcher will provide a copy of this research to the research panel and The

Rizal Memorial Colleges Inc. in order for the findings to be communicated and

corrected or if there are any changes to be applied. Additionally, a separate copy

will be secured for future researchers to refer to when they decide to pursue

studying similar concepts and variables in line with this study.

Data Gathering Procedures

The following processes were used to collect the data required for this

study.
 40

Requesting approval to carry out the research. After receiving approval

from the research ethics committee and under the direction of the thesis adviser,

the researchers sought an endorsement letter from the principal of the Rizal

Memorial Colleges IBED to carry out the study to determine the relationship

between senior high school students' use of artificial intelligence and their

English literacy rate. The researchers then wrote a letter of request to the

school's principal, asking for permission to use the school as the research

location.

Administration and questionnaire retrieval. The researcher created Google

Forms with the principal's agreement to collect data from students regarding their

usage of artificial intelligence and how it correlates with their rate of English

literacy as Senior High School students. The Google forms feature the proper

justification of the form's purpose, the informed consent/assent question with a

Likert scale about artificial intelligence usage, and the problem-solving question

with rubric-guided questions. The Google form link will be administered by

conducting a room to room survey of Senior High School sections and asking

faculty members to distribute the links to their students online. Two days were

provided for the respondents to complete the form. After the respondents submit

their responses, the answers are retrieved.

Data collection and tabulation. Use the tools provided by Google Forms. It

is simple to download the datasheet. The information that was gathered was

tabulated for the independent variable. The answers to the second variable are
 41

reviewed using the research instrument's rubric and the collective wisdom of the

three inter-raters; the results were then tallied.

Data Analysis

The study’s findings were analyzed and explained using the following

statistical tools.

Mean. The level of artificial intelligence usage and the rate of English

literacy among Senior High School students in Rizal Memorial Colleges were

assessed using a descriptive statistical method.

Pearson Product Moment Coefficient Correlation. The association

between Senior High School students’ artificial intelligence usage and their rate

of English literacy was examined using this inferential statistical method.