Exploring the Impact and Ethical Implications of Integrating AI-Powered Writing Tools in Junior High School English Instruction: Enhancing Creativity, Proficiency, and Academic Outcomes

Vungh Khan Khup and Brian Bantugan
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Vungh Khan Khup: St. Paul University Manila
Brian Bantugan: St. Paul University Manila

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 361-378

Abstract: This study examined the impact of AI-powered writing tools, like ChatGPT, on junior high school English instruction. It explored their effects on creativity, writing proficiency, subject matter understanding, and academic outcomes. The research also addressed ethical concerns, including academic integrity, equity, and the development of independent writing skills. A literature review synthesized existing studies to identify gaps, evaluate methodologies, and inform new research. In exploring AI-powered writing tools like ChatGPT in English instruction, the review examined their impact on writing skills, academic outcomes, and ethical concerns such as academic integrity and independent writing, guiding AI integration strategies. The integration of AI tools, such as ChatGPT, in junior high school English writing education presents both opportunities and challenges. AI can foster creativity by helping students generate unique ideas and refine their writing with suggestions on grammar, vocabulary, and structure. It encourages engagement by offering personalized feedback, improving writing skills, and boosting motivation. However, there are ethical concerns, including potential over-reliance on AI, plagiarism, and limited critical thinking. The digital divide may also exacerbate inequities in access to technology. To address these issues, clear guidelines on AI usage, teacher training, and promoting equity in access are essential. AI should complement traditional teaching, focusing on developing students’ independent writing skills and critical thinking. Assessments should prioritize the writing process over the final product, and AI tools should be used responsibly to enhance, rather than replace, students’ cognitive and creative development.

Date: 2025
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