Chatgpt, Grammarly, and Quillbot: Perceptions of Students and Teachers towards the Use of AI Tools in Writing

Abstract

This study aims to examine the perceptions of students and teachers regarding the use of artificial intelligence writing tools such as ChatGPT, Grammarly, and Quillbot in academic writing. Conducted at Mindanao State University in Lanao del Norte Agricultural College in the Philippines, the research employed descriptive with qualitative support. Quantitative data were gathered through surveys administered to Bachelor of Secondary Education major in English students, and qualitative data were collected through interviews with four English instructors from the College of Education. The data were analyzed using statistical methods for the survey responses and thematic analysis for the interview transcripts. Results show that students frequently use ChatGPT for its convenience and grammar assistance, but concerns were raised about overdependence affecting their critical thinking and originality. Teachers acknowledged the benefits of artificial intelligence tools in improving writing mechanics but expressed concerns about their long-term effects on student learning habits and writing development. The study concludes that while artificial intelligence tools can enhance writing support, their use should be guided by institutional policies, ethical standards, and the integration of artificial intelligence literacy into academic programs.