Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal IAES International Journal of Artificial Intelligence (IJ-AI) International Journal of Evaluation and Research in Education (IJERE)
Ivy F. Amante
Mindanao State University-Buug
Computer Science & IT Education Engineering

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Generative artificial intelligence as powered writing tools in academic writing Exequiel B. Gonzaga; Nasrah A. Manguda; Rodelina B. Tado; Ivy F. Amante; Rovy M. Banguis; Shem A. Cedeño; Joveth Jay D. Montaña; Jai Rondo S. Apilar
IAES International Journal of Artificial Intelligence (IJ-AI) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijai.v15.i2.pp1121-1131

Abstract

Generative Artificial Intelligence (GAI) as a writing tool is rampantly developing and attracting attention in academic writing. This study aimed to analyze the use of GAI as an AI-powered writing tool in academic writing among college students. By using a mixed method design with criterion purposive sampling, the researchers gathered the data from eighty students through a survey and selected individuals from all year levels underwent interviews. Descriptive statistics and thematic analysis were used to analyze their perceptions and integration of GAI tools. The result reveals mainly high levels of perception: knowledge perception, “High”; frequency and extent of use, “Average”; impact on academic writing, “High”; and integration with human writers, “High”. The study further identified that the students integrate GAI writing tools to improve writing quality, efficiency, and productivity. On the other hand, their disadvantages include over-reliance on GAI tools and inaccuracy issues. The findings suggest that GAI tools integration improves academic writing, but negatively impacts the students’ character. This study stresses the importance of moderation in using GAI writing tools and recommends looking further into the different ways of effective integration.
A move analysis of the discussion sections in English as a second language learners’ quantitative theses Mary Joy V. Herediano; Riziel E. Secretario; Arnold M. Sumpo; Ivy F. Amante; Rovy M. Banguis; Gay Emelyn L. Lariosa; Norhanie D. Macarao
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.34624

Abstract

Discussion section of research papers is one of the most essential sections because the authors demonstrate the knowledge contribution of their research findings to the existing literature. In this study, 16 quantitative theses analytical components written by the English language learners were gathered and analyzed. By utilizing qualitative research design focusing on move analysis, the researchers found out that Move 1 (background information), Move 2 (reporting results), Move 3 (summarizing the results), and Move 4 (commenting on the results) were identified as obligatory moves since they serve as the primary objectives of this explanatory segment. Move 6 (evaluating methodology) was recognized as a traditional move. Move 5 (summarizing the study) and Move 7 (deductions from the research) were noted as optional moves. Distinct linguistic characteristics and verbal signals were observed in the various moves, with the patterns of these steps identified as a structured arrangement in the results discussion. The results aim to help student writers recognize the rhetorical frameworks that should be included in the interpretive sections of quantitative theses.
Co-Authors Arnold M. Sumpo Exequiel B. Gonzaga Gay Emelyn L. Lariosa Jai Rondo S. Apilar Joveth Jay D. Montaña Mary Joy V. Herediano Nasrah A. Manguda Norhanie D. Macarao Riziel E. Secretario Rodelina B. Tado Rovy M. Banguis Shem A. Cedeño