Relationship Between the Use of Generative Artificial Intelligence and the Development of Academic Writing Competencies in Language and Literature Among High School Students
DOI:
https://doi.org/10.69821/DISCE.v2i2.53Keywords:
Artificial intelligence, educational technology, writing, language teachingAbstract
Generative artificial intelligence (GAI) is reshaping pedagogical practices in Language and Literature, influencing the development of academic writing competencies. This study explores the relationship between tools like ChatGPT and the advancement of writing skills in 178 General Unified Baccalaureate (BGU) students, using a mixed-methods quasi-experimental and qualitative design. Quantitative results show significant improvements in the experimental group: 34% in argumentative coherence and structure, 25% in evidence use and reading, 35% in analytical depth, and 25% in formal accuracy, measured by rubrics and ANCOVA (p < 0.001, ηp² between 0.18 and 0.25). Qualitatively, themes such as "cognitive scaffolding" (72%) and "ethical dilemmas" (55%) emerged, highlighting benefits in textual iteration but risks of dependency, stylistic homogenization, and digital equity issues (32%). A hybrid pedagogical framework is proposed, integrating GAI with critical reflection, teacher ethical training, and autonomous rewriting activities to mitigate cultural biases in Spanish-speaking contexts. This research contributes to the debate on digital literacy in the humanities, emphasizing the need for equitable institutional policies to ensure responsible integration that preserves authorial voice and literary diversity.
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