Use of Artificial Intelligence in Reading-to-writing Tasks: Basis in Designing Training Materials for Macro Skills Integration
Year: 2026
Type: article
Study design: Observational Study
Abstract: 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.
Institution: Isabela State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7143063347