AI in Education
Document Type
Paper presentation
School Name
De La Salle University - Integrated School
School Code
ARCH00040
Abstract / Executive Summary
This study explores the impact of Grammarly, an AI writing tool, on the written English communication skills of Grade 3 pupils at De La Salle University-Integrated School. Writing proficiency is crucial for learning and development, but students, particularly English as a Second Language (ESL) learners, often struggle with syntactic errors from first-language interference. While AI tools like Grammarly hold promise, their integration in elementary education remains underexplored, especially in resource-constrained environments. This qualitative research investigates Grammarly's effectiveness in enhancing paragraph writing, letter writing, and short story-ending writing among young learners. Data collection methods include classroom observations, student writing sample analysis, and focus group discussion. Findings reveal that while students had prior exposure to digital tools, they had not previously used Grammarly. Their written output analysis significantly improved sentence clarity, grammatical accuracy, and syntactic structure. Grammarly effectively addressed common writing errors, such as incorrect subject-verb agreement, awkward phrasing, and fragmented sentences, contributing to more structured and error-free written communication. However, the study also notes potential drawbacks, including overcorrection and the risk of overreliance on AI tools. The study concludes that Grammarly is a valuable supplementary tool for enhancing young learners' writing proficiency when integrated with teacher-led instruction. It recommends developing structured intervention programs that balance AI assistance with direct pedagogical guidance to foster students' independent writing skills while ensuring AI technologies' ethical and meaningful use in education.
Keywords:
Grammarly; syntactic structure; English written communication; writing proficiency; artificial intelligence (AI) writing tools
AI writing tool for grade 3 pupils towards error-free structure in english written communication
This study explores the impact of Grammarly, an AI writing tool, on the written English communication skills of Grade 3 pupils at De La Salle University-Integrated School. Writing proficiency is crucial for learning and development, but students, particularly English as a Second Language (ESL) learners, often struggle with syntactic errors from first-language interference. While AI tools like Grammarly hold promise, their integration in elementary education remains underexplored, especially in resource-constrained environments. This qualitative research investigates Grammarly's effectiveness in enhancing paragraph writing, letter writing, and short story-ending writing among young learners. Data collection methods include classroom observations, student writing sample analysis, and focus group discussion. Findings reveal that while students had prior exposure to digital tools, they had not previously used Grammarly. Their written output analysis significantly improved sentence clarity, grammatical accuracy, and syntactic structure. Grammarly effectively addressed common writing errors, such as incorrect subject-verb agreement, awkward phrasing, and fragmented sentences, contributing to more structured and error-free written communication. However, the study also notes potential drawbacks, including overcorrection and the risk of overreliance on AI tools. The study concludes that Grammarly is a valuable supplementary tool for enhancing young learners' writing proficiency when integrated with teacher-led instruction. It recommends developing structured intervention programs that balance AI assistance with direct pedagogical guidance to foster students' independent writing skills while ensuring AI technologies' ethical and meaningful use in education.
