Vocabulary Development and Word Choices of Grade 8 Students in Padre Garcia Integrated National High School

Abstract

Vocabulary development is an essential skill in students’ writing proficiency, particularly in shaping clarity, precision, and creativity in language use. With the increasing integration of artificial intelligence (AI) tools in education, understanding their role in supporting vocabulary enhancement has become essential.

This study aimed to assess the vocabulary development and word choices of Grade 8 students, as well as to examine their perceptions of AI writing tools as support for vocabulary and writing improvement. A descriptive research design was employed involving 92 Grade 8 students from Padre Garcia Integrated National High School. Data were gathered using researcher-developed assessment tools measuring vocabulary range, accuracy, appropriateness, and word choice quality, along with a perception survey on AI tool usage. Descriptive statistics were used to analyze the data.

Results revealed that students’ vocabulary development was generally low, while their word choices were rated good in terms of clarity and precision but only fair in creativity. Furthermore, students perceived AI writing tools as helpful for idea generation and improving writing clarity, but moderately challenging for vocabulary enhancement due to limited explanations that hinder learning from errors.

The findings suggest the need for early and targeted vocabulary interventions and the strategic integration of AI tools as guided supplementary resources. Enhancing instructional approaches through structured vocabulary-building activities and reflective writing tasks may promote more balanced language development among learners.