Enhancing Core Writing Skills in Senior High School Through Artificial Intelligence-Based Activities

Abstract

This study evaluated the writing proficiency of Senior High School (SHS) students using modified Common European Framework of Reference for Languages (CEFR) descriptors and examined how AI platforms (Grammarly, QuillBot, and Scribbr) affect student writing in terms of context retention (preserving original intent/voice) and context modification (structural/stylistic alterations). Utilizing a descriptive research design with sentence-level comparative text analysis, unassisted student writings from 40 Grade 12 learners across two distinct tasks (expository/narrative and expressive/personal) were evaluated pre- and post-AI processing. Results indicate that initial student proficiency spanned across all CEFR levels, with the highest concentrations at B2 (25.00%) and C1 (22.50%). Grammarly and Scribbr acted predominantly as corrective, voice-preserving aids that maintained high context retention across most proficiency levels, whereas QuillBot demonstrated higher context modification rates through aggressive restructuring and rephrasing. AI interventions consistently elevated student writing scores from lower/intermediate levels up to higher CEFR bands. The study concludes that while AI platforms serve as effective digital scaffolding, pedagogical guidance is essential to maintain student agency, authentic voice, and critical thinking.