According to self-efficacy theory(Jackson et al.
, 2019), students with low
academic confidence are more prone to frustration and may be unable to
complete academic activities. In such cases, they may seek external help to
compensate for their inability, such as ChatGPT, a convenient AI alternative.
This reliance on AI for quick answers can enhance short-term academic
performance but may lead to overdependence and hinder the development
of independent problem-solving skills.
The use of Al has become a game-changer in education, particularly in
shaping academic writing practices among Filipino students. Al-powered
writing assistants like Grammarly, Turnitin, and Google Translate have
become indispensable companions for Filipino students in tackling the
intricacies of academic writing tasks (Eslit et al., 2023).
Using ChatGPT allows students to obtain quick and direct answers by simply
asking questions, which may enhance their academic performance in the
short term (Alshater, 2022; Rahman & Watanobe, 2023). Consequently,
students may rely more on AI for immediate solutions rather than solving
problems independently. In the long term, students with low academic self-
efficacy are likely to overuse AI.
The challenges faced by Filipino students in academic writing are
multifaceted and diverse, reflecting the complexities of the writing process
and the unique educational context of the Philippines. Language proficiency
issues, limited access to resources and support services, and the need for
equitable access to technological tools are among the challenges that need
to be addressed. Studies by Malik et al.,(2023).
(Parmaksız, 2022). Al is considered a useful tool for students, providing
academic and emotional support (Alshater, 2022; Quintans-Júnior et al.,
2023). Drawing on this, we predicted that academic self-efficacy and stress
are associated with students' performance expecta- tions towards Al despite
the lack of prior studies. Moreover, an increase in performance expectations
may increase students' reliance on Al.
Moreover, both Kaushik (2023) and Torres (2022) highlight the prevalent use
of AI in education, emphasizing its role in providing personalized learning
experiences. Kaushik specifically mentions the utilization of catboats that
offers continuous support and personalized learning algorithms tailored to
individual needs. Similarly, Torres focuses on AI-powered search engines, like
Google, which facilitate swift access to diverse and high-quality educational
content Both articles underscore how AI enables customization based on
user preferences, whether through tailored algorithms for learning or through
personalized content and feedback delivery. Additionally, they recognize the
efficiency and time-saving aspects of AI, with Kaushik mentioning quick
results in data analysis and Torres showcasing the rapid retrieval of
educational information.
