Unfolding Students’ Lived Experiences in Technical Writing in Filipino amid the Advent of Artificial Intelligence Tools: A Phenomenological Analysis

Abstract

Students’ writing practices are rapidly evolving as artificial intelligence (AI) tools become more accessible, influencing how learners generate, organize, and refine written outputs. This study explored the lived experiences of students in technical writing in Filipino amid the advent of AI tools using a qualitative phenomenological approach. Participants were selected from secondary schools in Tacurong City, and data were gathered through interviews and focus group discussions, then analyzed using thematic analysis. Findings revealed that AI significantly enhanced students’ writing efficiency, organization, grammar, and overall confidence. Students were able to produce structured outputs more quickly and develop their vocabulary and writing skills. However, these advantages were accompanied by notable challenges, particularly inaccuracies in Filipino translations, overly formal or unnatural expressions, and limitations in contextual understanding. Despite these issues, students demonstrated awareness and adopted a balanced approach, using AI as a guide while maintaining their originality and personal input. Moreover, students perceived AI as both a beneficial and cautionary tool. While it improved clarity and productivity, concerns emerged regarding overdependence, reduced originality, and the weakening of critical thinking and personal writing voice. Emotional and ethical issues, such as diminished sense of effort and questions of authenticity, were also highlighted. Additionally, factors such as internet access, paid platforms, and prompt construction affected AI utilization. Overall, the study concludes that AI serves as a powerful support tool in technical writing when used responsibly. Students emphasized the importance of critical evaluation, independence, and authenticity, recognizing that meaningful learning results from the conscious integration of technology with personal effort and reflective practice. Keywords: autonomy, digital literacy, authenticity, cognitive engagement