Volume: 2 Issue: 2
Year: 2025, Page: 68-96, Doi: https://doi.org/10.70372/jeltp.v2.i2.4
One feature associated with AI is auto-correction. Auto-correction has become commonplace in students' lives. Although it promises convenience and the ability to increase writing accuracy, there is considerable debate over how much it affects students’ ability to write. As such, this study examined the potential correlation between the usage of auto-correction tools and students' writing skills through quantitative research and used cluster sampling to get the respondents' sample size. Over 128 Second Year BSED English students participated in the study. Two questionnaires were used: a 5-point Likert Scale and a test questionnaire. The 5-point Likert Scale was for determining the level of students’ auto-correction usage (Perceived Ease of Use and Perceived Usefulness), wherein both indicators gained "Often" as the descriptive rating across all domains. Perceived Ease of Use had a higher mean score of 4.132, while Perceived Usefulness obtained 4.081. The test questionnaire was for measuring students’ writing skills, with average scores in grammar (14.523), punctuation (15.422), and spelling (17.328). Based on the results, students excel in spelling proficiency, have average competence in grammar, and have a fair level of competence in punctuation. The Pearson correlation test was for determining the correlation between variables. Findings showed no significant relationship between the use of auto-correction tools and students' writing skills, with a result of -0.112 at the 0.05 level of significance. The findings imply that the use of autocorrection tools may not have a significant impact on improving students' writing skills, as indicated by its weak negative correlation.
Keywords: Artificial intelligence; auto-correction tools; auto-correction usage; technology; writing skills.
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