World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp.29-32
MARINEL SHINE R. TUMBLOD
Osmeña Colleges, City of Masbate, Bicol
Abstract
Writing is one of the most essential macro skills in English as it allows learners to express ideas clearly, organize thoughts logically, and communicate meaning effectively. For Grade 7 students, writing serves as a foundational skill that supports academic success in junior high school and beyond. However, despite its importance, many learners struggle with writing due to difficulties in sentence construction, limited vocabulary, grammatical errors, poor organization, and low confidence in expressing ideas. Some students are able to communicate ideas orally but find it challenging to translate them into written form, while others lack the ability to revise and improve their work due to limited knowledge of writing conventions.
With the rapid advancement of educational technology, artificial intelligence (AI)-assisted tools have emerged as a promising support in writing instruction. These tools provide immediate feedback, identify grammatical and spelling errors, suggest appropriate vocabulary, and guide learners in revising their outputs. As a result, they may enhance students’ awareness of writing mechanics and improve overall writing competence.
Despite the growing interest in AI integration in education, there remains a lack of localized research focusing on junior high school learners, particularly in public school settings. Most existing studies focus on higher education or general language learning contexts. This study aims to address this gap by examining the impact of AI-assisted tools on the writing competence of Grade 7 students at Masbate National Comprehensive High School. Specifically, it seeks to determine improvements in content, organization, grammar, vocabulary, and mechanics, as well as identify which areas benefit most from AI-assisted instruction.
Keywords
AI-assisted tools, writing competence, Grade 7, English instruction, educational technology, writing performance
