2. Rationale
• Technology is having a growing impact on foreign language learning worldwide. It has enabled the development of
adaptive learning systems that improve a student's writing skills. This makes it simpler for students to learn at their own
pace and concentrate on the areas where they need to improve, helping to create a more customized learning
experience.
• AI has played a key role in developing language learning chatbots and virtual conversation partners, revolutionizing
how learners improve their language skills. Moreover, AI promotes multilingualism and inclusivity by breaking down
language barriers and fostering a diverse language environment in educational settings (Aldabe et al., 2023; Roll & Wylie,
2016). Students across various countries are increasingly leveraging AI technology to enhance their writing processes. AI-
powered tools offer valuable support in different aspects of writing academic essays, such as language correction,
grammar checking, and proofreading (Alharbi, 2023; Dale & Viethen, 2021).
3. • Studying the awareness and utilization of language-related AI tools among BSED English students can greatly
contribute to the development of language education practices, Additionally, this research sheds light on the
level of technology adoption and accessibility among BSED English students, informing efforts to bridge the
digital divide within the education system and ensure equal opportunities for all students to benefit from AI tools
and other technological advancements.
• The intended output of this study is to develop a technology-based product that will serve as a valuable tool for
both language learning and teaching. This technology-based product would aim to address the gaps identified in
the awareness and utilization of language related Ai tools among BSEd English major students.
4. Statement of the Problem
• To further evaluate the level of awareness and extent of utilization of Language-Related AI Tools of BSEd
English in CBSUA Pasacao Campus Academic Year 2023-2024, the researchers conducted a study with the
following research questions:
1. What is the profile of the respondent based on their academic year level?
2. What is the students’ level of awareness on language-related AI Tools along with features and purpose?
3. Is there a significant difference between the students’ level of awareness on language-related AI Tools along
aspects?
5. 4. What is the students’ level of utilization on language-related AI in terms of accessibility and
usability?
5. Is there a significant difference between the level of utilization along aspects?
6. Is there a significant relationship between students’ level of awareness and utilization of language-
related tools?
7. What technology-based product can be developed to promote awareness and utilization of
language-related AI Tools?
7. Figure no. 2
illustrates the
relationship
between the
dependent
variable and
the
independent
variable.
8. Research Design
• The descriptive-correlational-quantitative method of research was utilized in this study. Descriptive
research design was used to determine the level of awareness and utilization of language related AI
tools of the BSEd English students at Central Bicol State University of Agriculture Pasacao Campus
Academic year 22023-2024. On the other hand, the researcher also used correlational research
design to determine the significant relationship of awareness and utilization of language related AI
tools. Moreover, the researcher utilized a comparative method to know the significant difference in
the awareness in language related AI tools and its utilization to the aspects.
9. STATISTICAL TOOL
1. Weighted Mean
• Weighted Mean will be used to
determine the students’ level of
awareness in terms of its features
and purpose. The same tools will be
utilized to determine the level of
student’s utilization in terms of
accessibility and usability.
10. Pearson Product Moment Coefficient of Correlation
• Pearson product Moment Coefficient of Correlation will be used to test the
degree of relationship between students’ level of awareness and utilization of
language-related tools.
Independent Sample T-Test
• Independent Sample T-Test will be used to test if there is a significant
difference between the students’ level of awareness on language-related AI
Tools in terms of feature and purpose. The same tools will be utilized to test if
there is a significant difference between level of utilization in terms of
accessibility and usability.
Rank
• Rank will be utilized to analyze the variables under consideration include
respondent current academic year, familiarity with AI language tools, and prior
experience with such tools.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20. • Problem 1
What is the students’ level of awareness on language-related AI tools along with features and purposes?
• Findings
The students’ level of awareness in terms of features and purposes is interpreted in a range of aware with an overall weighted mean of 4.00.
• Conclusions
Based on the findings, the researcher can conclude that the 1st to 3rd year BSED English major students have an awareness of language-related AI tools in terms of features
and purposes. The overall weighted mean of 4.00 indicates that the majority of students extensive utilization, which is equivalent to being aware. This suggests that the
students are well-informed and knowledgeable about the features and purposes of language-related AI tools.
• Recommendations
For students, it is recommended to keep using AI tools to improve language skills and collaborate with peers. For teachers, it is recommended to integrate AI tools in
teaching, stay updated, and create engaging lessons. CBSUA Faculty should offer workshops to familiarize themselves with AI tools and encourage research. Lastly, the
community should support the use of AI tools, organize events, and collaborate with schools. Moreover, the users’ input is crucial for maintaining the relevance and
effectiveness of the AI tool so the system should have a place for users’ feedback which may help them identify emerging issues and areas for improvement over time,
emphasizing the importance of regular updates and improvements based on user feedback and continuing to meet user expectations In summary, students should use AI
tools, teachers should integrate them, faculty should offer workshops, and the community should support their use for continued progress in education.
21. • Problem 2
Is there a significant difference between the students’ level of awareness on language-related AI tools along aspects?
• Findings
The overall weighted mean of the features, purpose, accessibility, and usability interpreted as Extensive utilization which is equivalent to being aware. The rank of the first year, second
year and third year BSED English students indicates that there is a significant difference between the students’ level of awareness on language-related AI tool.
• Conclusions
Based on the rank of the BSED English student from first year, second year and third year indicated that there is a significant difference between the students’ level of awareness on
language-related AL tools. First year BSED English rank 2 by their overall weighted mean indicates that their awareness extensive utilizations with positive sentiments about the tool's. This
positioned it as the second-ranking indicator, reflecting the users' awareness with AI tools. Second year students' overall weighted mean rank 1 specifies notable satisfaction and
awareness with the language-related AI tool. The third-year students’ rank 3 by their overall weighted mean reveal a consistent positive sentiment toward the tool's features. Overall, it
reflects a generally positive trajectory in students' perceptions, with the tool being increasingly appreciated through the usage of the tools.
• Recommendations
Students can get more awareness by participating in AI-related projects, attending workshops, and perusing internet resources. Consulting with instructors or experts in the industry can
yield insightful information as well. Teachers find out how knowledgeable students are about various facets of AI tools connected to language, administer a pre-assessment. Based on the
gaps that have been found, adjust the teaching strategy to include real-world examples and useful applications that will improve student understanding. Evaluate development on a regular
basis to guarantee ongoing interest and understanding.
Community-based activities can be arranged to raise general awareness. In order to better include and educate the community, language AI tool success stories and discussion starters
should be shared. Central Bicol State University of agriculture should encourage and support research initiatives on the impact of AI in language education. This can provide valuable
insights for continuous improvement and evidence-based decision-making.
22. • Problem 3
What is the students’ level of utilization on language-related AI tools in terms of accessibility and usability?
• Findings
It was found out that the overall weighted mean for both accessibility and usability categories is 3.80 and it was interpreted as moderate utilization with the level of utilization
of language-related AI tools. This means that, on average, the participants in the study expressed a level of extensive utilizationment regarding the ease of accessing and
using these tools.
• Conclusions
Based on the overall weighted mean of 3.80 for both the accessibility and usability categories, it can be concluded that the participants in the study generally have an
extensive utilization. This suggests that, on average, they found these tools to be reasonably accessible and usable.
These findings highlight the potential of language-related AI tools in enhancing language learning experiences. However, further research and exploration are needed to
delve deeper into specific aspects of accessibility and usability to optimize the effectiveness of these tools.
• Recommendations
Students must engage in regular practice using AI tools and seek feedback on language skills. Consistent usage, coupled with feedback mechanisms, can accelerate the
learning process and reinforce language proficiency and utilize AI for Pronunciation Improvement. Community must offer community learning opportunities where it will
foster collaboration between the community and educational institutions. Work together to identify and address language learning needs, exploring how AI tools can be
mutually beneficial.
23. • Problem 4
• Is there a significant difference between the level of utilization along aspects?
• Findings
Results indicate that the difference in the sub-variables under the level of utilization, specifically accessibility and usability, is not statistically significant. The obtained z value is 0.02, and
the p-value is .98. Since the computed p-value exceeds the alpha level of 0.05, the null hypothesis is accepted. This implies that there is no substantial difference in the utilization levels
between accessibility and usability.
• Conclusions
The researchers then conclude that within the context of this study, the accessibility and usability factors, when it comes to the utilization of a certain tool or system, are similar and do not
significantly differ. The design and implementation of technology or systems, suggesting that efforts to enhance either accessibility or usability may not disproportionately impact the overall
utilization level. Users, in general, perceive these aspects as comparable in terms of their impact on the utilization of the studied tool or system.
• Recommendations
Students must utilize various AI-based language applications like Duolingo, Google Translate, and Grammarly to boost English learning. These tools enhance writing, listening, and
speaking skills, providing a versatile language development approach.
Teachers should incorporate AI tools into teaching strategies for a dynamic and tech-enhanced learning environment. Focus on AI applications proven to enhance writing and
pronunciation skills as valuable additions to language classrooms Central Bicol State University of Agriculture ICT Administrators must invest in AI Resources. Educational institutions
should invest in AI resources to elevate language education. Ensure access to apps, websites, and tools supporting students in understanding difficult words, constructing sentences, and
enhancing overall language skills.
24. • Problem 5
Is there a significant relationship between students’ level of awareness and utilization of language-related tools?
• Finding
The data shows that it obtained an r-value of 0.802 which signifies high positive correlation. The computed p-value which is 0.000 was less than the alpha which is 0.05.
Therefore, this allows the rejection of the null hypothesis. There is a significant relationship between the level of awareness and level of utilization.
• Conclusion
Based on the findings, the data shows a high positive correlation between the level of awareness and the level of utilization of language-related AI tools, as indicated by the r-
value of 0.802. The computed p-value of 0.000, which is less than the alpha of 0.05, allows for the rejection of the null hypothesis. This suggests that there is a significant
relationship between the level of awareness and the level of utilization of language-related AI tools among the respondents. In other words, as the level of awareness increases,
the level of utilization also tends to increase. This finding highlights the importance of raising awareness and promoting the effective utilization of AI tools in language-related
tasks.
• Recommendation
Focus on increasing awareness among the students of CBSUA Pasacao Campus To further enhance the level of utilization of language-related AI tools through targeted
awareness campaigns, workshops, and training sessions.
Raising awareness, improving accessibility, and fostering collaboration, the findings suggest that the utilization of language-related AI tools can be further enhanced among the
students and teachers of CBSUA Pasacao Campus, leading to more effective language learning and communication outcomes.
25. • Problem 6
What technology-based product can be developed to promote awareness and utilization of language-related AI Tools?
• Findings
The findings indicate a strong positive correlation between the level of awareness and the level of utilization of language-related AI tools. This is
supported by the high r-value of 0.802, which suggests a strong relationship between these two variables. The computed p-value of 0.000, which is
less than the alpha level of 0.05, allows us to reject the null hypothesis. This means that the observed relationship between awareness and
utilization is not due to chance, but rather indicates a significant association between the two variables.
• Conclusion
The researcher can conclude that as the level of awareness regarding language-related AI tools increases among the respondents, there is a
corresponding increase in their utilization of these tools. This indicates that individuals who are more aware of the features and benefits of
language-related AI tools are more likely to actively use them in their language learning and communication tasks. Overall, the findings highlight the
importance of raising awareness about language-related AI tools and their potential benefits. By increasing awareness, individuals can make
informed decisions and effectively utilize these tools to enhance their language skills and communication abilities.
26. • Recommendations
Since the findings indicate a strong positive between the level of awareness and the level of utilization of language-related AI tools. It suggests that as the level of
awareness of language-related tools increases, the level of utilization also increases. To increase both awareness and utilization, the researchers developed a technology-
based product in the form of a website called AIInnovateHub. This platform offers free access to students and teachers, providing them with valuable resources for
exploring and utilizing AI tools. AIInnovateHub aims to promote the accessibility of AI technology, ensuring that students and teachers can benefit from its innovative
features and capabilities.
The primary objective of AIInnovateHub is to empower students and teachers in their language learning and communication skills. Through the platform, students can
access a wide range of AI tools specifically designed to enhance language skills, including improving understanding, vocabulary, and writing abilities. These tools facilitate
more effective communication. Teachers can also utilize these tools to enhance language instruction, creating engaging and interactive learning experiences for their
students.
The addition to providing access to AI tools, AIInnovateHub aims to promote the integration of AI technology in educational settings. Teachers, faculty, and stakeholders can
actively collaborate with educational institutions to raise awareness about the benefits of AI in language learning and provide guidance on effectively incorporating AI tools
into the curriculum.
In summary, the researchers developed AIInnovateHub, a free-access website that offers a variety of AI tools to enhance language skills. The platform aims to empower
students and teachers, promote accessibility, and facilitate the integration of AI technology in education.
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