Lived Experiences of Senior High School English Teachers in Teaching Writing in the Advent of Generative AI Applications in Senior High Schools in San Mateo, Rizal

Abstract

The study uncovered the dilemma of English Senior High School Teachers in teaching writing with the prevalence of using Generative AI. The study employed qualitative phenomenological research design to unravel the lived-experiences of the English teachers in Senior High Schools in San Mateo, Rizal. There were 8 participants who were interviewed through an in-depth interview to convey their personal perspectives on teaching writing in the advent of Generative AI.

 The emerging themes from the study are as follows: (1) Recognizing AI-Influenced through Familiarity and Inconsistency; (2) Navigating Uncertainty in Establishing Authenticity; (3) AI-Assistance and the Preservation of Student Writing; (4) Reconfiguring Writing Pedagogy and Assessment to Preserve Student Thinking; (5) Developing Teacher Preparedness through Experiences, Self-Learning and Professional Development; and (6) Reconstructing Academic Integrity through Ownership, Boundaries, and Transparency.

The study revealed that the roles of the English teachers in teaching writing is diversified with the changing landscape of education and the integration of technology in teaching. English Senior High School Teachers reconciled the use of AI in teaching writing and look at AI tools that support learning. The participants in this study understood that the goal of technological advancements in schools in sustaining learning and successful integration of AI tools necessitates simultaneous advancement of technical skills, pedagogical flexibility, and the reconciliation of ethical judgement, while maintaining authenticity and academic integrity. The implications of this study support a context-driven and moderated use of AI in Senior High School Writing. Specific type of Generative AI used for writing, AI assisted writing, assessments using AI and integrity in AI-generated writing may be pursued in subsequent researches.