Lived Experience of Senior High School English Students and Teachers on Artificial Intelligence Integration in Creative Writing

Abstract

This qualitative phenomenological study explored the lived experiences of eight Grade 12 students and four English teachers regarding artificial intelligence integration in creative writing instruction. Using thematic analysis of semi-structured interviews and reflective narratives, the study identified key themes: AI as a creative catalyst, balancing AI assistance with personal creativity, collaborative human-AI partnership, pedagogical enhancement, and empowerment through technological collaboration. Findings reveal that AI serves as a supportive tool for idea generation, overcoming writer’s block, and improving writing fluency, but participants emphasized maintaining authorial voice, originality, and ethical awareness. Overreliance on AI was identified as a risk, and human emotion was considered the creative core. The study proposes a five-dimensional framework for ethical AI integration: creative authenticity, transparency and agency, ethical literacy, reflective collaboration, and pedagogical mediation. AI enhances creative writing when used intentionally, reflectively, and as a complement to—not a replacement for—human creativity.