Use of Artificial Intelligence in Reading-to-Writing Tasks: Basis in Designing Training Materials for Macro Skills Integration
DOI:
https://doi.org/10.65141/sjter.sp2026.01Keywords:
Artificial Intelligence, Reading-to-Writing Tasks, Macro-Skills Integration, Reading-to-Writing Performance, Extent of UseAbstract
This study investigated the extent of use of Artificial Intelligence (AI) tools and the performance of Grade 10 students in reading-to-writing integrated assessment tasks at San Isidro National High School during the Academic Year 2025–2026, serving as a basis for designing training materials for macro-skills integration.
Findings revealed a negative correlation between students’ reading-to-writing performance and their reliance on AI-generated reviews, AI-powered prompts, and AI suggestions for clarity and coherence, indicating that over-dependence on such tools may hinder deeper cognitive engagement. Despite this, the findings highlight the potential of AI-based tools to support macro-skills integration when applied responsibly. The study underscores the importance of developing training materials that balance technological assistance with authentic literacy practices to enhance outcomes.
Recommendations were provided for students, teachers, curriculum developers, school administrators, and future researchers to maximize AI’s pedagogical potential while addressing ethical and instructional challenges. Future studies with larger samples and interrater validation are encouraged to strengthen the reliability and generalizability of results.
Downloads
References
Adnan, M., Ocaña-Fernández, Y., Valenzuela-Fernández, L., & Garro-Aburto, L. (2019). Artificial intelligence and its implications in higher education. Propósitos y Representaciones, 7(2), 536–568. http://dx.doi.org/10.20511/pyr2019.v7n2.274 files.eric.ed.gov
Adnan, M., Ocaña-Fernández, Y., Valenzuela-Fernández, L., & Garro-Aburto, L. (2019). Artificial intelligence and its implications in higher education. Propósitos y Representaciones, 7(2), 536–568. http://dx.doi.org/10.20511/pyr2019.v7n2.274 files.eric.ed.gov
Capinding, A. T. (2024). Students’ AI dependency in 3R’s: Questionnaire construction and validation. International Journal of Information and Education Technology, 14(11), 1024–1032. https://www.ijiet.org/vol14/IJIET-V14N11-2184.pdf
Cumming, A. (2013). Integrated reading-into-writing: Developing a task blueprint. Language Assessment Quarterly, 10(1), 9–27. https://files.eric.ed.gov/fulltext/EJ1454321.pdf files.eric.ed.gov
Darong, H. C. (2021). Integrated task on students’ writing quality: Is it more effective? English Language Teaching Educational Journal, 4(1), 25–33. https://eric.ed.gov/?id=EJ1296403
Das, S., & Chen, Y. (2025). The Role of AI in Academic Writing: Impacts on Writing Skills, Critical Thinking, and Integrity in Higher Education. International Review of Education Research.
Donnelly, B. (2024). Integrated reading-into-writing: Developing a task blueprint. English Australia Journal, 40(2), 50–70. https://www.englishaustralia.com.au/professional-development/eaj-402/integrated-reading-into-writing-developing-a-task-blueprint
Eugenio, J. L., and Raymundo, J. L. (2024). Language Functions in ESL Classrooms: Basis for the Enhancement of English Conversational Skills of Junior High School Students. International Journal of Linguistics, Literature & Translation, 7(7).
Farhadian, M., Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students. Frontiers in Psychology, 14, 1260843. https://doi.org/10.3389/fpsyg.2023.1260843 Frontiers
Farhadian, N., Heidari Tabrizi, H., & Rezvani, E. (2016). Effects of non-integrated vs. integrated tasks on EFL learners’ writing development. Journal of Language and Translation, 13(3), 17–28. https://oiccpress.com/ttlt/article/download/15483/17040/41750
Farhan, A. (2025). AI-Powered Writing Tools and Their Impact on Student Literacy. Journal of Educational Technology Studies.
Gamelo, L. P., and Raymundo, J. L. (2024). Code-Switching Practices of Junior High School Teachers and Learners in English as Second Language (ESL) Classes: Basis in Designing Intervention Program. International Journal of Linguistics, Literature & Translation, 7(7).
Gebril, A., & Plakans, L. (2013). Using multiple texts in an integrated writing assessment: Source text use as a predictor of score. Journal of Second Language Writing, 22(3), 217–230. https://doi.org/10.1016/j.jslw.2013.02.003 Academia.edu
Gee, J. P. (1999). Sociolinguistics and literacies: Ideologies in discourses (2nd ed.). London: Routledge. https://jamespaulgee.com/pubs/The%20New%20Literacy%20Studies.pdf
Gerlich, M. (2025). AI tools in society: Impacts on cognitive offloading and the future of critical thinking. Societies, 15(1), 6. https://doi.org/10.3390/soc15010006
Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710–744. https://doi.org/10.17763/haer.81.4.t2k0m13756113566 APA PsycNet
Gunn, A. (2024). The impact of artificial intelligence on Filipino students’ studies. Goover Daily Report. https://seo.goover.ai/report/202407/go-public-report-en-80ce23ed-b4f9-4511-936a-39c575594ccb-0-0.html seo.goover.ai
Hassen, M. Z. (2025). The impact of AI on students’ reading, critical thinking, and problem-solving skills. American Journal of Education and Information Technology, 9(2), 82–90. https://doi.org/10.11648/j.ajeit.20250902.12
Hidayat, M. T. (2024). Effectiveness of AI-based personalised reading platforms in enhancing reading comprehension. Journal of Learning for Development, 11(1), 115–125. https://eric.ed.gov/?id=EJ1423545 ERIC
Holbeck, R. (2025). Helping students develop AI prompting skills for critical thinking. Faculty Focus. https://www.facultyfocus.com/articles/teaching-with-technology-articles/helping-students-develop-ai-prompting-skills-for-critical-thinking/
Hu, N. (2022). Investigating Chinese EFL learners’ writing strategies and emotional aspects. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 440–468. https://files.eric.ed.gov/fulltext/EJ1336148.pdf files.eric.ed.gov
Joo, C. (2024). Generative AI’s impact on critical thinking: Revisiting Bloom’s taxonomy. Journal of Marketing Education, 46(2), 130–145. https://doi.org/10.1177/02734753241305980 SAGE Journals
Kaharuddin, Ahmad, D., Mardiana, Latif, I., Arafah, B., & Suryadi, R. (2024). Defining the role of artificial intelligence in improving English writing skills among Indonesian students. Journal of Language Teaching and Research, 15(2), 217–225. https://doi.org/10.17507/jltr.1502.25
Kaharuddin, Ahmad, D., Mardiana, Latif, I., Arafah, B., & Suryadi, R. (2024). Defining the role of artificial intelligence in improving English writing skills among Indonesian students. Journal of Language Teaching and Research, 15(2), 217–225. https://doi.org/10.17507/jltr.1502.25 jltr.academypublication.com
Krstić, L., Aleksić, V., & Krstić, M. (2022). Artificial intelligence in education: A review. Technics and Informatics in Education Conference Proceedings, 223–228. https://www.researchgate.net/publication/363100827_Artificial_Intelligence_in_Education_A_Review ResearchGate
Landers, A. (2024). The ethics of using AI in K-12 education: A systematic literature review. Technology, Pedagogy and Education, 34(2), 161–182. https://doi.org/10.1080/1475939X.2024.2428601 Taylor & Francis Online
Maphoto, K. B., Sevnarayan, K., Mohale, E., Suliman, Z., Ntsopi, T. J., & Mokoena, D. (2024). Advancing students’ academic excellence in distance education: Exploring the potential of generative AI integration to improve academic writing skills. Open Praxis
McCarthy, K. S., Yan, E. F., Allen, L. K., Sonia, A. N., Magliano, J. P., & McNamara, D. S. (2022). On the basis of source: Impacts of individual differences on multiple-document integrated reading and writing tasks. Learning and Instruction, 79, 101599. https://doi.org/10.1016/j.learninstruc.2022.101599
Moyo, I., Intja, N., & Mangundu, A. F. S. (2023). Developing the four macro-communication language skills amongst Rumanyo learners: Perspectives of Rumanyo teachers in Namibia. Open Access Library Journal, 10, e10708. https://doi.org/10.4236/oalib.1110708
Osiorio, N., Owen, N., & Waluyo, B. (2023). Designing and researching an intertextual reading-into-writing summary task. European Conference on Language Learning Proceedings. https://papers.iafor.org/wp-content/uploads/papers/ecll2023/ECLL2023_72634.pdf The IAFOR Research Archive
Pitts, G., Marcus, V., & Motamedi, S. (2025). Student perspectives on the benefits and risks of AI in education. arXiv preprint. https://doi.org/10.48550/arXiv.2505.02198
Pryma, V., Pelivan, O., Teletska, T., Tsobenko, O., & Zagrebelna, N. (2025). AI writing assistants and student competence: A linguistic aspect. Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence, 319–329. https://dx.doi.org/10.24093/awej/AI.18
Pujiastuti, I., Damaianti, V. S., Mulyati, Y., Sastromihardjo, A., & Lestari, D. (2025). Ketergantungan penggunaan AI pada pendidikan tinggi: Ancaman terhadap keterampilan membaca teks akademik. Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya, 8(2), 473–484. https://doi.org/10.30872/diglosia.v8i2.1243
Raymundo, J. L. (2023). Exploring the Practices on Macro Skills Integrated Assessment in Philippine Higher Education Context: Basis in Designing a Language Training Program. International Journal of Language Education, 7(3), 429-446.
Reforsado, M., and Raymundo, J. L. (2025). Written Discourse Performance of Senior High School Students: Designing Genre-Based Instructional Material. Research and Innovation in Applied Linguistics, 3(1), 69-92.
The Conversation. (2025). AI is making reading books feel obsolete – and students have a lot to lose. The Conversation. https://theconversation.com/ai-is-making-reading-books-feel-obsolete-and-students-have-a-lot-to-lose-262680
UNESCO. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. Paris: UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000366994
Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-reliance on AI dialogue systems on students’ cognitive abilities: A systematic review. Smart Learning Environments, 11(28). https://doi.org/10.1186/s40561-024-00316-7
