Practices and Ethical Concerns of English Language Teachers on Ai Use

The objective of this study was to create a teachers’ guide to facilitate ethical and effective integration of Artificial Intelligence by high school educators in academic writing. The study also explored on the practices and ethical concerns of high school educators regarding the roles of this technological advancement in academic writing. The study used a Mixed-Method of Explanatory Sequential type of research to describe the general findings of the research study in the form of a survey questionnaire made up of combination of a 5-Point Likert Scale as patterned on AI and Academic Writing Questionnaire (AI-AWQ) and Technology Acceptance Model (TAM) framework to collect information from high school educators of Oas Polytechnic School. After the first phase of the data collection, a Focus Group Discussion (FGD) was conducted to support and collect evidence of the responses gathered from the survey questionnaire. The respondents are high school educators handling Language, Humanities and Social Sciences and Research-related subjects. The practices adapted by high school educators are In-Class Writing (4.30) and Oral-Assessment (4.30). These also require teachers to physically validate the authenticity of students’ writings helping as well to combat the potential risks of plagiarism and misuse of Artificial Intelligence. High School teachers prefer to adapt Process-Based Assessment (4.17) because it helps them monitor the writing process and progress of the learners making sure that learners are aware of the process and fundamental skills of writing. The ethical concerns of the respondents on how Artificial Intelligence is being integrated in writing, is its risks in the loss of unique creative expression (4.47) and the potential decline in fundamental research skills (4.43). High school educators recognize the usefulness of AI (4.23) and understand that it is an inevitable evolution (4.20). Schools and institutions should create guidelines and technical assistance for educators to be fully equipped to functional and ethical literacy of AI and to also equip high school educators on best practices on how to properly utilize Artificial Intelligence inside the classroom.

Artificial Intelligence, Academic Writing, Ethical Concerns, Practice

1. Aljuaid, H. (2024). The impact of artificial intelligence tools on academic writing instruction in higher education: A systematic review. [Google Scholar] [Crossref]

2. Arab World English Journal, 1, 26-55. https://doi.org/10.24093/awej/ChatGPT.2 [Google Scholar] [Crossref]

3. Al-Raimi M, Mudhsh BA, Al-Yafaei Y, Al-Maashani S. (2024). Utilizing artificial Intelligence tools for improving writing skills: Exploring Omani EFL learner’s perspectives. Forum for Linguistic Studies. 6(2):1177 https://doi.org/10.59400/fls.v6i2.1177 [Google Scholar] [Crossref]

4. Altinay, Z., Altinay, F., Sharma, R. C., Dagli, G., Shadiev, R., Yikici, B., & Altinay, M. (2024). Capacity building for student teachers in learning, teaching artificial intelligence for quality of education. Societies, 14(8), 1–15. https://doi.org/10.3390/soc14080148 [Google Scholar] [Crossref]

5. Asio, J. M. (2024). Artificial intelligence (AI) literacy and academic performance of tertiary level students: A preliminary analysis. Social Sciences Humanities and Education Journal (SHE Journal), 5, 309-321. https://doi.org/10.25273/she.v5i2.20862 [Google Scholar] [Crossref]

6. Bulante, K., JR, D., Balagan, A., & Torres, M. (2024). AI-assisted and non AI assisted writing performances of grade 10 students. Azal Arts and Humanities, 1, 65-94. https://doi.org/10.55687/aah.v1i1.74 [Google Scholar] [Crossref]

7. Capinding, A. T., & Dumayas, F. T. (2024). Transformative pedagogy in the digital age: Unraveling the impact of artificial intelligence on higher education students. *Problems of Education in the 21st Century, 82*(5), 530. https://doi.org/10.33225/pec/24.82.630 [Google Scholar] [Crossref]

8. Chai, Ching & Lin, Pei-Yi & Jong, Morris & Dai, Yun & Chiu, Thomas K.F. & Huang, Biyun. (2020). Factors Influencing Students' Behavioral Intention to Continue Artificial Intelligence Learning. 147-150. 10.1109/ISET49818.2020.00040. [Google Scholar] [Crossref]

9. Chea, S. L., Kim, H.J. (2025). Perceptions and preparedness of K-12 educators in adopting generative AI. Research in Learning Technology, 33. https://journal.alt.ac.uk/index.php/rtl/article/view/3448 [Google Scholar] [Crossref]

10. Dones VC (2022) Systematic Review Writing by Artificial Intelligence: Can Artificial Intelligence Replace Humans?. J Musculoskelet Disord Treat 8:112. doi.org/10.23937/2572-3243.1510112 [Google Scholar] [Crossref]

11. Eagar, J., & Eagar, J. (2024, April 23). From copycats to creativity and authenticity: Why AI isn’t the future of writing - Original Mac Guy. Original Mac Guy. https://www.originalmacguy.com/from-copycats-to-creativity-and-authenticity-why-ai-isnt-the-future-of-writing/ [Google Scholar] [Crossref]

12. Estrellado, C. J. (2023). Artificial intelligence in the Philippine educational context: Circumspection and future inquiries. International Journal of Scientific Research and Publications (IJSRP), 13(4), 16. https://doi.org/10.29322/IJSRP.13.04.2023.p13704 [Google Scholar] [Crossref]

13. Fabro, R. B. B., Rivera, J. C., Sambrano, L. C., Dinoy, L. J. M., Alcozer, N. G., & Agustin, M. C. (2024). Perceptions and extent of utilization of generative artificial intelligence (AI) among Filipino students. International Journal of Education and Research, 12(7), 126.https://risejournals.org/index.php/imjrise/article/download/637/1018/1853 [Google Scholar] [Crossref]

14. Fontanilla, J. B., Bautista, K. H., Lactao, M., Villacorte, M. A., & Santos, R. (2023). Educators' perspectives on the impact of artificial intelligence on writing competence. International Journal of Multidisciplinary Research and Publications (IJMRAP), 6(6), 29-34. [Google Scholar] [Crossref]

15. Funa, A. A., & Gabay, R. A. E. (2025). Policy guidelines and recommendations on AI use in teaching and learning: A meta-synthesis study. Social Sciences & Humanities Open, 11. https://doi.org/10.1016/j.ssaho.2024.101221 [Google Scholar] [Crossref]

16. Garbarine, R. (2023, March 27). How is AI Changing How We Write and Create? | College of Humanities and Social Sciences. College of Humanities and Social Sciences. https://chass.ncsu.edu/news/2023/03/27/how-is-ai-changing-how-we-write-and-create/ [Google Scholar] [Crossref]

17. Giray, L., De Silos, P. Y., Adornado, A., Jan, R., Buelo, R. J. V., Galas, E., Reyes-Chua, E., Santiago, C., & Ulanday, M. L. (2024). Use and impact of artificial intelligence in Philippine higher education: Reflections from instructors and administrators. Internet Reference Services Quarterly, 28, online. Retrieved from https://doi.org/10.1080/10875301.2024.2352746 [Google Scholar] [Crossref]

18. Haleem, A., Javaid, M., & Singh, R. P. (2022). An era of ChatGPT as a significant futuristic support tool: A study on features, abilities, and challenges. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 2(4), 100089. https://doi.org/10.1016/j.tbench.2023.100089 [Google Scholar] [Crossref]

19. Jen, S., Rahim, A., & Hj Salam, A. R. (2024). A systematic review on the use of artificial intelligence in writing. International Journal of Academic Research in Progressive Education and Development, 13(1), 10-60. https://doi.org/10.6007/IJARPED/v13-i1/20584 [Google Scholar] [Crossref]

20. Kouam, F. & William, A. (2024). AI in Academic Writing: Ally or Foe?. International Journal of Research Publications. 148. 353-358. 10.47119/IJRP1001481520246427. [Google Scholar] [Crossref]

21. Khojasteh, L., Karimian, Z., Nasiri, E., Kafipour, R., & Farahmandi, A.Y. (2024). Artificial intelligence and academic writing questionnaire (AI-AWQ): development and validation among medical students’ experiences using exploratory factor analysis. BMC Medical Education, 24(1), 1250. https: doi.org/10.1186/s12909-024-06100-y. [Google Scholar] [Crossref]

22. Konecki, M., Baksa, T., & Konecki, M. (2024). Teachers’ Perception of AI and Their Attitudes Towards AI. Proceedings of the 16th International Conference on Computer Supported Education, 1, 564-568. https://doi.org/10.5220/0012739300003693 [Google Scholar] [Crossref]

23. Laird, J., Dwyer, M., & Woefel, J. (2025). AI Use in School is Quickly Increasing but Guidance Lags Behind: Findings from the RAND Survey Panels. RAND Corporation. https://www.rand.org/pubs/research_reports/RRA4180-1.html [Google Scholar] [Crossref]

24. Lin, Yun & Tang, Yi & Zhu, Yanfei & Song, Fangbin & Tang, Wenzhe. (2023). Correction: Lin et al. A Perception Study for Unit Charts in the Context of Large-Magnitude Data Representation. Symmetry 2023, 15, 219. Symmetry. 15. 892. 10.3390/sym15040892. [Google Scholar] [Crossref]

25. Lira San Martín, D., & Sánchez, J. (2024). Educational uses of AI in learning to write at school level. Nuevas Ideas en Informática Educativa, 18, 106-116. Universidad de Chile. [Google Scholar] [Crossref]

26. Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., Darwis, A., & Marzuki. (2023). Exploring artificial intelligence in academic essay: Higher education student's perspective. International Journal of Educational Research Open, 5, 100296. https://doi.org/10.1016/j.ijedro.2023.100296 [Google Scholar] [Crossref]

27. Malon, J. C., Virtudazo, J., Vallente, W., Ayop, L., & Malon, M. F. O. (2024). Expressing ideas: AI-integrated paraphrasing to students’ writing skills. International Journal of Educational Methodology, 10(4), 542. https://www.ijem.com/ [Google Scholar] [Crossref]

28. Marzuki, M., Widiati, U., Rusdin, D., Darwin D., & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2236469 [Google Scholar] [Crossref]

29. Panit, N. (2025). Can critical thinking and AI work together? Observations of science, Mathematics, and language instructors. Environment and Social Psychology. 9. 10.59429/esp.v9i11.3141. [Google Scholar] [Crossref]

30. Piedad, E. Jr.; Tabud, S. L.; Alina-Llabado, J.; Danao, D.; G.; Lim, J.; Francisco, A. S.; and Yong, T. K., "Regulating Generative AI in Scholarly Works: A Policy Brief for Academic Institutions in the Philippines" (2025). Asia-Pacific Intellectual Property Management and Innovation Book Series. 6. Retrieved from https://animorepository.dlsu.edu.ph/apipmibookseries/6 [Google Scholar] [Crossref]

31. Pineda, M. A. A., Esguerra, J. A., & De Vera, R. A. (2024, January 22). Impact of artificial intelligence (AI) on the labor market. Institute for Labor Studies (ILS), Department of Labor and Employment (DOLE). https://ils.dole.gov.ph/2024-research-papers/impact-of-artificial-intelligence-ai-on-the-labor-market [Google Scholar] [Crossref]

32. Rane, N. L., Choudhary, P. S., & Rane, J. (2023). Education 4.0 and 5.0: Integrating artificial intelligence (AI) for personalized and adaptive learning. SSRN Electronic Journal, 1-15. https://doi.org/10.2139/ssrn.4638365 [Google Scholar] [Crossref]

33. Ratnesh, K., & Ratnesh, s., (2024). Open AI Application Tools Utilization for Improving Academic Writing: A Study. 6. [Google Scholar] [Crossref]

34. Tillmanns, T., Filho, A., Rudra, S., Weber, P., Dawitz, J., Wiersma, E., Dudenaite, D., & Reynolds, S. (2025). Mapping tomorrow’s teaching and learning spaces: A systematic review on GenAI in higher education. Trends in Higher Education, 4(2), 10.3390/higheredu4010002. https://doi.org/10.3390/higheredu4010002 [Google Scholar] [Crossref]

35. Tran, T. (2025). Enhancing EFL Writing Revision Practices: The Impact of AI- and Teacher-Generated Feedback and Their Sequences. Education Sciences. 15. 232. 10.3390/educsci15020232. [Google Scholar] [Crossref]

36. Santiago, C., Embang, S., Acanto, R., Ambojia, K. W., Aperocho, M. D., Balilo, B., Cahapin, E., Conlu, M., Lausa, S., Laput, E., Malabag, B., Paderes, J., & Romasanta, J. (2023). Utilization of writing assistance tools in research in selected higher learning institutions in the Philippines: A text mining analysis. 22, 259-284. [Google Scholar] [Crossref]

37. Shabbir, A., Rizvi, S., Alam, M. M., & Su\u2019ud, M. M. (2024). Beyond boundaries: Navigating the positive potential of ChatGPT, empowering education in underdeveloped corners of the world. Heliyon, 10(16), e35845. https://doi.org/10.1016/j.heliyon.2024.e35845 [Google Scholar] [Crossref]

38. Talili, Z. R. J. (2024). Integrating Artificial Intelligence in Academic Writing. International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE), 1*(8), 292. https://doi.org/10.5281/zenodo.13610696 [Google Scholar] [Crossref]

39. Umamah, A., & Cahyono, B. Y. (2022). EFL university students’ use of online resources to facilitate self-regulated writing. Computer Assisted Language Learning, 23(1), 108–124. http://callej.org/journal/23-1/Umamah-Cahyono2022.pdf [Google Scholar] [Crossref]

40. U.S. Department of Education, Office of Educational Technology, Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations, Washington, DC, 2023. [Google Scholar] [Crossref]

41. Utami, S., Andayani, A., Winarni, R., & Sumarwati, S. (2023). Utilization of artificial intelligence technology in an academic writing class: How do Indonesian students perceive? Contemporary Educational Technology, 15, ep450. https://doi.org/10.30935/cedtech/13419 [Google Scholar] [Crossref]

42. Vacalares, S. T., Baron, A. M. P., Medina, R. G. B., Mugot, J. D., Pacheco, A. J. A., Penarejo, M. L., & Ura-ura, A. R. P. (2024). Artificial Intelligence: Tertiary Students Perception of Using ChatGPT in Writing Tasks. International Journal of Research in Interdisciplinary Studies, 2(6), 38-41. https://journal.ijris.com/index.php/ijris/article/view/56 [Google Scholar] [Crossref]

43. Wass, Rob & Golding, Clinton. (2014). Sharpening a tool for teaching: the zone of proximal development. Teaching in Higher Education. 19. 671-684. 10.1080/13562517.2014.901958. [Google Scholar] [Crossref]

44. Woo, D., Susanto, H., Yeung, C. H., Guo, K., & Fung, A. (2023). Exploring AI-generated text in student writing: How does AI help? arXiv, arXiv:2304.02478. https://doi.org/10.48550/arXiv.2304.02478 [Google Scholar] [Crossref]

45. Zhai, X.; Chu, X.; Chai, C.S.; Jong, M.S.Y.; Istenic, A.; Spector, M.; Liu, J.B.; Yuan, J.; Li, Y. A Review of Artificial Intelligence (AI) in Education from 2010 to 2020. Complexity 2021, 2021, 8812542. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study