CITI GLOBAL COLLEGE CABUYAO

CABUYAO CITY OF LAGUNA

SENIOR HIGH SCHOOL DEPARTMENT

THE ROLE OF CHATGPT IN READING AND WRITING SKILLS OF GRADE 12

HUMSS STUDENTS AT CITI GLOBAL COLLEGE CABUYAO CAMPUS

A Thesis Presented to the Faculty of Senior High School

CITI Global College, Cabuyao, Laguna

In Partial Fulfillment of the Requirements for the Subject

Research Project

Ganotisi, Andrei
Nayve, Kerl Prince
Amante, Aiza
Asuncion, Jamie B.
Bron, Stephanie S.
Dela Torre, Miles
Glory, Jhanarie
Junio, Gracezerl Mae
Pineda,Angel D.
Malabo, Francel B.
Vinas, Ariane Rose

March 2025

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CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

CHAPTER 1
PROBLEM AND ITS SETTING

INTRODUCTION
The growth technology is education has completely charged. The way the students
learn, especially when it comes to building essential skills like reading and writing. these
skills are the foundation of literacy, helping people understand complex ideas, share their
thoughts clearly. and interact with different types of information. Despite this, many
Students still face challenges when it comes to improving their literary skills.
According to Orcelik & Eksi (2024), Artificial Intelligence (AI) has gathered interest
in the field of larguany education however, limited research has focused on the role of
Artificial Intelligence in the specific context of register knowledge learning during English
language writing their study aimed to address by examining the effect of ChatGPT, the Al-
powered ChatGPT on knowledge in different writing styles. Generations, Y, Z, gaining and
Alpha-digital patives proficient with technology are the primons users of Al systems in
maclustry 4.0 (Gonali, 2018). Educational Hechpology, driven by Al is transforming
learning globally (Fahimired & Kotamjani in prastini, 2009), necessitating educational
reform to faster critical thinking, and collaboration among graduates. However, Hu's change
presents significant changes for educators. In this content, the role of Chat PT in reading and
writing becomes important on it serves on al-powered tool that can help students develop
their literally skills. While this provides opportunities for enhanced learning, it also pates
challenges in ensuring that students engage Hinking rather than becoming overly reliant on
in critical Al assistance. with the rapid development of artificial intelligence (AI), ChatGPT
has become an important tool in education, particularly in reading. and writing (cotton,
Cotton, & Shapeway, 2024; Darivedi et al., 2013).

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CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

However, there are Ettrical Kaur such as pangrams and academic integrity that must
be considered. In this study, Ayesha Shakeel examines the wider role of ChatGPT, not only
in academic writing but also in Hadding. It explores how teachers and students use Al to
improve Her reading and writing skills, as well as the challenges and ethical issues That
come with it. through a comprehensive survey, this research coms to provide a clearer
understanding of the impact of ChatGPT on education and academic communication. The
use of ChatGPT Hos Shaun potential in helping students understand content more easily. On
the other hand, ChatGPT is often measure by how well students perform academically,
whether through grades, problem-solving, or their ability to think critically. the link between
the role of ChatGPT and literacy is clear students who use Chat GPT tend to spend more
time (support) tasks and improve other their performance due to the support it provides.

BACKGROUND OF THE STUDY

The fast-paced growth of technology in education has opened new ways to improve
how students learn. Tools as ChatGPT that gained the popularity among student as a resource
to support their academic growth, helping in areas such as reading comprehension, writing,
and critical thinking as well. However, the direct influence of ChatGPT on students’ skill
development remains largely unexplored. According to Chen and Feng (2024), The
advancement of ChatGPT-powered artificial intelligence (AI) opens new possibilities for
conducting systematic reviews. The findings suggest that AI could expand the scope of
search terms and queries, automating the more repetitive and formulaic aspects of the
systematic-review process, while human expertise remains crucial in refining search terms
and ensuring methodological rigor. Meanwhile, challenges remain for AI tools’ capacity to
access subscription-based or proprietary databases and generate sophisticated search
strategies and advocates for a synergistic model where AI augments the systematic-review

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CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

process, complementing the depth and nuance provided by human expertise in achieving
accurate and comprehensive research outcomes. This highlights the role of AI in improving
efficiency, while emphasizing the importance of human intervention for depth and precision.
According to Yun-Fang Tu (2024) ChatGPT showed that there were significant
differences in the conceptions of “locations,” “learning content,” and “learning activities” of
students with different growth mindsets. In the interaction process between undergraduates
and ChatGPT, significant differences existed in the interaction skills and question types of
students with different growth mindsets. Besides, students with different growth mindsets
also had different learning achievements and critical thinking tendencies. The findings point
the critical role of growth mindsets in shaping how students interact with and learn from
ChatGPT. Students with a fixed mindset tended to rely more on surface-level questions and
showed limited engagement with ChatGPT's interactive capabilities, while those with a
growth mindset demonstrated a deeper approach to learning by asking more exploratory and
analytical questions. Furthermore, students with a growth mindset were more likely to utilize
ChatGPT as a tool for enhancing their critical thinking and problem-solving skills, resulting
in improved academic performance and more meaningful learning outcomes. The study also
emphasized that growth mindsets influenced not only the quality of learning content but also
the adaptability of students in leveraging ChatGPT for diverse educational tasks, such as
collaborative discussions, knowledge acquisition, and self-directed learning. These
differences underscore the importance of fostering a growth mindset to maximize the
educational potential of AI tools like ChatGPT. This study provides a framework to explore
how mindset variations among Grade 12 HUMSS students influence their interaction with
ChatGPT, shaping their engagement, critical thinking. In addition, aligning this with this
current study it assesses the researchers to know that all students have different growth
mindsets regarding the roles and functionalities of ChatGPT in learning.

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CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

Similarly, Shokarimova (2021) point that reading and writing are interconnected
skills, where instruction in one can reinforce the other. For instance, the ability to link sounds
together to construct words is reinforced when students read and write the same words.
Furthermore, writing instruction improves reading comprehension and the teaching of
writing skills — such as grammar and spelling lessons — reinforce reading skills.
Demonstrating the synergy between these skills when taught together. This study shows the
reality when the student doing self-learning and by the help of ChatGPT it is suits to seeks
to contribute a deeper understanding of how AI can support effective literacy education.
Additionally, it tells that the context the gap between reading and writing skills, aligning
with Sharimovas perspective that literacy is best developed through integrated instruction
and can serve as an effective resource for enhancing both skills simultaneously by providing
opportunities for guided practice in grammar, spelling, and comprehension, with AI tools
like ChatGPT offering innovative ways to support students in mastering these essential
skills. It gives a way for researchers to have more deeper understanding of this study subject
which is the gap.
Pandey and Bhusal’s (2024) study examine how ChatGPT can enhance writing skills
in ESL/EFL classrooms by focusing on four key literacy skills: prompting, hooking and
specifying, qualifying and quantifying, and rhetorical situations. Using qualitative content
analysis, the researchers analyzed 23 ChatGPT-generated texts, assessing how the AI
responds in terms of parts of speech, sentence formation, paragraph writing, and genre
conventions. The study points out the importance of microlearning activities in helping
students and teachers use ChatGPT effectively, ethically, and responsibly in writing
instruction. This study aligns with the current research on the role of ChatGPT in the reading
and writing skills. Both studies emphasize the need for structured approaches to AI-assisted
learning, particularly in developing prompting skills and understanding how AI-generated
text adapts to different rhetorical contexts. The concept of microlearning provides valuable

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CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

insight into how ChatGPT can be integrated into writing lessons, helping students refine
their comprehension and composition skills, ensuring that students develop effective and
ethical AI literacy. By applying these insights, the research can better evaluate how ChatGPT
influences students’ reading comprehension, writing proficiency, and overall academic
literacy.
THEORETICAL FRAMEWORK
Artificial Theory of Mind (2022)
According to Williams, Fiore, and Jantesch (2022), The development of Artificial
Theory of Mind as the basis for an agent's capacity to cooperate with human team members
is the subject of this study. To collect the social information required to support an artificial
theory of mind of their human counterparts, agents endowed with artificial social intelligence
will need a variety of skills. This study discusses a framework to direct the investigation of
fundamental aspects of artificial social intelligence, drawing on social signals' theory. The
researchers go over how the growth of theory of mind and human social intelligence can
support the development of artificial social intelligence by providing a framework for agents
to model, interpret, and forecast human behaviors and mental states to facilitate human-agent
interaction. Processing power will be required for artificial social intelligence. to function in
a human-agent team by perceiving, interpreting, and creating combinations of social cues.
The Artificial Theory of Mind provides a framework for enabling a socially intelligent agent
to effectively interact with humans by modeling their human counterparts. By showing how
Artificial Intelligence (AI) can understand and interact with humans, the theory by Williams,
Fiore, and Jantesch (2022), connect to this study by providing quick responses, thoughtful
feedback, and direction. ChatGPT uses this capability to assist students in enhancing their
writing and reading skills. Additionally, it can recognize the needs of students and adjust its
answers for easier learning. Because of this, ChatGPT can help HUMSS students to read and
write, also think more clearly and communicate easier.

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CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

CONCEPTUALThe Role of ChatGPT

FRAMEWORK Reading and Writing
*Grammar Correction *Academic Performance
The conceptual framework
*Vocabulary Building of this study shows the overall of the research. It can be
*Comprehension
*Comprehension
using the Fluency
IV - DV framework. *Vocabulary
*Spelling accuracy *Grammar and Spelling

INDEPENDENT VARIABLES (IV) DEPENDENT VARIABLES (DV)

FIGURE 1
Independent Variable: The use of ChatGPT a tool to help students improve their reading
and writing skills. ChatGPT is recognized as a helping resource for the students. ChatGPT
helps the students in many ways like in tasks when it comes to grammar correction,
vocabulary building, understanding texts (comprehension), and improving overall fluency
in writing. It acts as the "cause" or intervention in the study.
Dependent Variable: The reading and writing skills of Grade 12 HUMSS Students at CITI
Global College Inc. Cabuyao Campus. Reading and writing are the skills being measured or
observed. These skills include specific areas like academic performance, comprehension,
vocabulary, fluency, grammar, and spelling. The model illustrates how the introduction of
ChatGPT (IV) influences or changes the students' skills (DV). By comparing their

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CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

performance before and after using ChatGPT, the study shows whether the tool effectively
helps students improve or not. This process provides a clear way to measure the impact or
the role of ChatGPT for students learning literacy.

STATEMENT OF THE PROBLEM

This study aims to find out the role of ChatGPT in reading and writing skills of grade 12
HUMSS Students at CITI Global College inc. Cabuyao Campus

Specially, it will answer the following questions:

1. What is the role of ChatGPT in Grade 12 HUMSS students in terms of reading and writing
skills?
1.1 academic performance
1.2 comprehension
2. What is the level of reading skills of Grade 12 HUMSS Students at CITI Global College
Inc. using ChatGPT?
2.1 vocabulary
2.2 fluency
3. What is the level of writing skills in Grade 12 HUMSS Students at CITI Global College
Inc. using ChatGPT
3.1 Grammar
3.2 Spelling
4. How does chat gpt contribute to the enhancement of reading and writing skills of grade
12 HUMSS students

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SCOPE AND DELIMITATION

This study focuses on the impact of chat CGPT on the reading and writing skills of
Grade 12 HUNDSS students at CITI Global College Inc. Cabuyao campus. It specifically
examines how she dents utilize ChatGPT to improve literacy, focusing on reading
comprehension in the scope of this research. The Researcher needs. 36 participants and will
use random sampling in every rection of Grade 12 HUMSS students, with five respondents
per section. Additionally. the study will include a demographic analysis of the participants
such as age and gender 10 identify any patterns that may emerge within these groups.
Research limited to Grade 12 humas and will be strictly on the role of chat GPT and literacy
without looking at outside factors. We'll focus on how well students understand. literacy,
how ChatGPT asses their grades during the aca demic year. by keeping the soupe narrow
This research aims to gather in-depth insights into the role of ChatGPT in academic literacy
development. research will focus on reading and writing skills of grade 12 students as well.
The essentiality of being academic literate on Aca demic literate on academic performance
and how ChatGPT help just students.

SIGNIFICANCE OF THE STUDY

The result of the study is expected to be beneficial to the following:
The Leaners. Grade 12 HUMES students will be directly benefited from the study
as it will explore how ChatGPT can help the improvement of the students in reading and
writing. The result may show how artificial Intelligence (AI) took can enhance the students'
academic performance and prepare them for future academic and related professional
challenges.
Faculty and administrators. The teachers and administrators can use the result that
can help to understand the effective we of Chat GPT in the classroom, to partner in traditional
teaching strategies-The findings will help encourage the educators to explore. AI platforms
such as ChatGPT as a resource to engage and help the students in reading and writing
activities with a proper use of it, overall, it will be a chance to improve the students' academic
performance.
The school. This study will help the school to identify the potential of Chat GPT AS
O artificial Intelligence (AI) tool's to help the enhancement of students reading and writing
skills, this will serve as a guide when it comes in the possible development of modern
teaching strategies and guidelines for using a tools such as ChatGPT In the 21st Century
Learning.
Future Researchers. This study will serve of a reference for those future researchers
Who are interested in exploring the rote of artificial Intelligence such as ChatGPT When it

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SENIOR HIGH SCHOOL DEPARTMENT

comes in education. It will provide some insights that can be used in other study related to
Artificial Intelligence (AI) Integration in teaching and learning processes.

DEFINITION OF TERMS
The following terminologies wed in the study were defined Conceptually and operationally.

Academic Integrity is a set of values and practices that expect us to act with
honestly, fairness, respect and responsibility. (Tegsa 2021) Academic Integrity is an acting
in a way that is honest, fair, respectful and responsible in your studies and academic work
with ChatGPT responsibly ensures that ideas are appropriately credited, avoiding plagiarism
or misrepresentation.
Academic Performance is Important for students as a result of educational
experience in colleges to represent knowledge, skills and attitude. (Mappadang et al. 2022)
Academic Performance is measure of how a student has achieved their educational goals.
with ChatGPT for personalized learning explanations and resources to support students. in
understanding complex concepts.
Artificial Intelligence (Al), the ability of digital computer or comp utter-controlled
robot to perform tack commonly associated with intelligent beings. (Copeland 2025)
Artificial Inelegance is a machine learning system that can, for a given set of human defined
object es make predictions or decisions with ChatGPT for naturally language understanding
and generation.
Chat GPT is an artificial intelligence program that generals dialogue Created by
Open Al, this highly capable chatbot user machine learning 9 algorithms to process and
analyze large amounts of data to generate responses to user inquires (kramer 2022)
Fluency is reading expressively with accuracy and at a good pace. It is one of the
key components of learning to read. Fluency is the progression from developing automatic
word recognition skills to comprehension. (Bavincki Juz4) fluency is continuity,
smoothness, rat, and effort in speech production with ChatGPT strives to generate responses
that flow naturally and sound like a native speaker.
Grammar. Rules of a language governing the sounds word, Territories anal Other
dements are well as their combination and interpretation (Duigran 2 025). Grammar is a set
of rules that explain how words are use in a language through both writing and speaking
with ChatGPT to understand and accurate responses.
Growth. mindset describes a way of viewing challenges and setbacks. People who
have growth mindset believe that even if they struggle with certain kill their abilities can
improve. (Morin 2024) Groutt mindset refers to the students believe that their reading and
writing skills can be improved through continued practice and using tools like ChatGPT to
receive guidance and feedback.

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HUMSS. focuses on enhancing the student skills in reading, writing and speaking.
Furthermore, it focuses on the study of societal issues and changes as well as in human
behavior (Miguel 2021) MUMSS (Humanities and social sciences) is an academic strand
that focuses on expanding reading analysis and writing skills so using ChatGPT can help
students improve their ability to express ideas and analyze information.

CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter present various literature studies and gathered from books, internet, journals,
and published unpublished trials which are related to the present study. This study shows the
different views on the role of CHATOPT in reading and un in writing skills particularly the
academic performance of Grade 12 Humes student at CITI Global College INC. Cabuyao
campus. This serves as a of conceptualization of the study from problem identification and
formulation to the statistical methods which used on answering the problems.

THE ROLE OF CHATGPT

ChatGPT has become a major tool in education, particularly in reading and writing.
Rahman and Watanobe (2023) emphasize how it enhances learning by providing
personalized feedback and lesson assessments, which directly contribute to students'
academic development. However, they also point out risks, such as a decline in critical
thinking skills and ethical concerns regarding AI-generated content. Similarly, Elbanna and
Armstrong (2023) highlight that while ChatGPT can automate tasks and improve learning
experiences, its limitations—like factual inaccuracies and potential biases—must be
carefully considered in educational settings. Lo (2023) further explains that ChatGPT helps
students by delivering clear, structured responses, making it easier to understand texts,
summarize ideas, and improve writing. Despite these benefits, concerns about over-reliance
on AI and the weakening of critical thinking skills remain. Likewise, Suriano et al. (2024)
explore how students use ChatGPT for academic tasks, raising concerns about its impact on
independent analysis and problem-solving. Their study stresses the importance of balancing
AI assistance with students' ability to think critically and engage with academic content on
their own.

ACADEMIC PERFORMANCE
The influence of ChatGPT on academic performance has been widely discussed in
recent research. Caratuquit and Caratuquit (2023) highlight the role of ChatGPT as an
academic support tool, emphasizing that its effect on student performance is mediated by
learning motivation. Their study suggests that ChatGPT enhances students' motivation to
learn, which in turn leads to better academic outcomes. Similarly, Nurtayeva et al. (2023)
examine the benefits and challenges of AI tools in education, stating that ChatGPT can

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personalize learning, provide automated feedback, and improve engagement. However, they
also warn about ethical concerns and the reduced human interaction that may come with
relying on AI-driven learning. Expanding on these findings, Dahlan, Omar, and Kamarudin
(2024) discuss ChatGPT’s role in reshaping academic practices by offering personalized
support and enhancing student engagement. Their research suggests that ChatGPT’s ability
to improve comprehension, writing, and critical thinking skills makes it a valuable tool for
academic success. Additionally, Ellikkal and Rajamohan (2024) explore AI-driven
personalized learning (AIPL) and its role in improving student performance. Their study
supports the idea that AI tools like ChatGPT create customized learning experiences, making
literacy development more effective and engaging for students.

COMPREHENSION
Comprehension is a crucial academic skill that ChatGPT can help strengthen. Nailon
et al. (2023) emphasize the importance of cognitive strategies in reading comprehension,
advocating for literature-based discussions to develop students’ analytical thinking. Their
study suggests that interactive reading exercises, like those supported by ChatGPT, can
significantly improve students' ability to analyze texts. Similarly, Lin and Chen (2024)
explore ChatGPT’s role in generating multiple-choice reading comprehension questions.
Their research highlights how AI can streamline assessment and enhance student
engagement with texts, making comprehension exercises more efficient. Fergina et al.
(2024) further emphasize the impact of extensive reading on comprehension, demonstrating
how exposure to diverse texts fosters critical thinking and deeper understanding. ChatGPT
aligns with this approach by offering reading assistance, explanations, and discussion-based
learning experiences that support comprehension growth. Lastly, Padilla, Montefalcon, and
Hernandez (2024) introduce ChatPRCS, an AI-driven support system designed to enhance
reading comprehension instruction through the Zone of Proximal Development (ZPD)
framework. Their study shows that adaptive AI-based tools like ChatGPT can reinforce
comprehension skills, making learning more accessible and effective for students.

WRITING SKILLS
Writing skill is one of the fundamental sources of potentially building a literate.
According to Rosdiana et al. (2023), students often find academic writing tough, but
metacognitive strategies can seriously boost their skills. ChatGPT, like other AI tools, helps
by providing grammar feedback and improving writing structure, making those daunting
essays a bit easier to handle. But, as Shidiq (2023) points out, while ChatGPT can churn out
quality text, there is a risk of students relying too much on it, which could stunt their
creativity. It same as having a great tool without forgetting to bring your own ideas to the
table. Moving forward, Özçelik & Ekşi (2024) explored how ChatGPT helps students
understand different writing styles—like formal vs. informal. Turns out, it’s super helpful

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SENIOR HIGH SCHOOL DEPARTMENT

for formal writing but not as great when things get casual. Meanwhile, Eragamreddy (2024)
found that AI-supported writing education makes students feel more confident and less
anxious about their writing. Therefore, while ChatGPT won’t replace good old-fashioned
learning, it definitely helps make writing less stressful and more productive.

GRAMMAR
Grammar is essential when it comes to writing skills. Rivera (2022) noted that despite
the HUMSS curriculum’s focus on writing, many students still struggle with grammar.
Connecting this study, Sacal & Potante (2023) emphasized that good grammar is not just
about writing—it boosts speaking skills too, proving that grammar is the foundation of all
communication skills. This is where ChatGPT can make a difference, helping students polish
their grammar skills with every writing task. In addition, according to Devi, Pramerta, and
Widiastuti (2023), mastering grammar is essential for producing clear and compelling
writing. ChatGPT aids in this process by providing real-time feedback, correcting grammar
errors, and suggesting improved sentence structures, acting as an on-demand grammar
coach. Similarly, Jahan et al. (2024) found that using ChatGPT notably reduced grammar
errors in student essays, highlighting the effectiveness of AI in enhancing English grammar
proficiency.

SPELLING
Spelling might seem basic, but it is a big deal when it comes to writing. Johansson-
Malmeling et al. (2021) explored how spelling skills impact overall writing quality and
found that mistakes can really trip people up. ChatGPT helps by catching errors and
suggesting corrections, making your writing look more polished. Siregar et al. (2025)
stressed that correct spelling is not just about looking smart—it affects how your message is
understood. And yeah, ChatGPT can definitely help with that by offering instant feedback
on spelling errors. Then there’s the issue of texting language, or “textese.” Antipasado et al.
(2023) warned that overusing text slang can mess with spelling and grammar skills,
especially when shifting back to formal writing. This is where ChatGPT can step in to help
bridge that gap, ensuring students don’t let casual texting habits sneak into their essays.
Wengelin et al. (2024) also pointed out that struggling with spelling can make the whole
writing process harder, but tools like ChatGPT offer support that can boost confidence and
writing fluency.

READING SKILLS
Since ChatGPT adapts to each student's needs, it can help with both comprehension
and critical thinking in the study of Ardhian et al. (2020) showed how AI can boost reading
skills by engaging with students and providing feedback that fits their learning pace.
Similarly, at reading skills, Main, Hill, and Paolino (2023) found that structured reading

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programs helped struggling students, especially after the pandemic, by improving their
reading abilities and motivation. Also, Isik (2023) explored how different reading
environments affect reading skills, and since ChatGPT works in digital formats, this study
is useful in understanding how digital tools can support reading development, especially for
students who are comfortable with technology. This is where ChatGPT can come in handy,
as it could offer personalized help to students who need it. Bozan (2024) found that many
students had trouble with deeper understanding of texts, which is something ChatGPT could
address by offering summaries and comprehension exercises tailored to each student.

FLUENCY
When it comes to fluency, Bastürk and Bilge (2022) looked at how text type
influences reading speed and accuracy, which connects to ChatGPT's ability to create
various types of reading materials that can help improve fluency. Sidwell, Bonner, Bates-
Brantley, and Wu (2024) explored how ChatGPT can create customized reading passages
that fit students' levels, making it a great tool for improving reading fluency. Huzeyfe and
İhsan (2022) found that reading fluency, writing fluency, and vocabulary are all connected,
meaning improving one can help with the others. ChatGPT can help with that by offering
exercises that improve both reading and writing fluency. Paige and David (2020) showed
that reading fluency isn't just about speed, but also accuracy and expression, which are key
for understanding texts. ChatGPT can give real-time feedback on these aspects, helping
students read more fluently and understand texts better.

VOCABULARY
The role of AI in enhancing vocabulary acquisition has been explored in various
studies. Luo et al. (2022) explore AI’s role in vocabulary assessment, demonstrating how
AI-generated test items can trigger different cognitive processes in students compared to
traditional assessments. This approach to vocabulary testing shows how AI platforms, like
ChatGPT, can not only support vocabulary learning but also revolutionize how students
engage with vocabulary, offering personalized feedback and generating contextual examples
that deepen understanding. In connection to this, Pascual et al. (2022) emphasize the value
of technology in vocabulary acquisition, showing how digital tools, especially AI, can
engage students interactively, enhancing their ability to learn vocabulary in dynamic ways.
They note that teacher guidance and technological support are key to maximizing vocabulary
development. Similarly, Ehara (2023) highlights an AI-powered software that adapts reading
materials based on the learner’s interests, promoting vocabulary acquisition through
extensive reading. This aligns with ChatGPT’s potential to offer personalized, context-based
vocabulary exercises that cater to students' specific needs. Cervetti et al. (2023) discuss the
effectiveness of academic vocabulary instruction, pointing out that while strategy-based
methods can help students infer word meanings, they don't necessarily result in a significant

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increase in overall vocabulary breadth. This suggests that a more diverse approach to
vocabulary development is needed.

SYNTHESIS
ChatGPT provides personalized learning experiences by delivering tailored
feedback. it also served as a good tool that directly impacts students’ academic performance,
particularly in grammar, comprehension, spelling, fluency, and vocabulary. ChatGPT’s
personalized feedback and real-time assistance help students with grammar, spelling, and
writing structure (Devi, Pramerta, & Widiastuti, 2023; Jahan et al., 2024), which makes it a
useful tool in addressing writing challenges (Shidiq, 2023). It is impact on academic
performance is significant, as it boosts student motivation and engagement, leading to better
learning outcomes discuss in these studies (Caratuquit & Caratuquit, 2023; Dahlan, Omar,
& Kamarudin, 2024) In terms of reading skills, ChatGPT provides tailored support to
improve comprehension, fluency, and vocabulary (Ardhian et al., 2020; Luo et al., 2022),
who discuss how AI-generated reading materials, personalized vocabulary exercises, and
context-based learning can boost students' fluency and vocabulary development which is
crucial for students navigating their literacy practices. (Isik, 2023; Bozan, 2024) Studies also
show that ChatGPT’s ability to customize learning experiences helps students tackle the
specific challenges they face in reading and writing, like grammar and spelling errors
(Johansson-Malmeling et al., 2021; Sacal & Potante, 2023). Overall, while concerns about
over-reliance on AI and critical thinking remain (Suriano et al., 2024), the research shows
that when used thoughtfully, ChatGPT can significantly improve students' literacy settings
is shown to support students across various facets of reading and writing, though it requires
a balance to ensure critical thinking and creativity remain intact.

CHAPTER III

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RESEARCH METHODOLOGY
This chapter deals with the methods and procedures the study will use. It covers the
following parts: research design, respondents of the study, data gathering instrument, data
collection plan and statistical treatment of data.

RESEARCH DESIGN
This research study is designed as qualitative research, aiming to understand the role
of ChatGPT reading and writing skills of the Grade 12 HUMSS students at CITI Global
College Inc. Cabuyao Campus. According to Oranga and Matere (2023), the main aim of
qualitative research is to explore and provide deeper, comprehensive and detailed description
of phenomena from non-numeric data. This approach is relevant for the study as it allows
for an in-depth exploration of students' experiences and perceptions regarding the use of
ChatGPT to their literacy development. Through this method, it will help the researchers to
gather information into how ChatGPT influences the students reading and writing skills.
Furthermore, this study aims to identify both the benefits and challenges of using ChatGPT
in the development of students' literacy skills. A descriptive qualitative method will be used
to analyze students' perspectives on ChatGPT’s effectiveness, limitations, and overall impact
on their literacy skills for this study. The goal is to describe how ChatGPT impacts the
students’ academic performance without influencing or changing their natural behaviors. By
conducting interviews and focus group discussions, we’ll gather detailed information on how
students perceive ChatGPT’s role in their learning. This approach will help us understand
the common themes and experiences that come up across different groups, giving us a
complete picture of how the tool affects their literacy skills.

SOURCES OF DATA
This study utilized primary and secondary sources of data. Primary data are referring
to the firsthand information directly collected by the researchers using survey questionnaires
administered to the respondents. This data is essential in capturing the perspective. and
experiences of Grade 12 HUMSS students regarding their use of ChatGPT in academic
literacy. Secondary data sources induce government publications, academic journals, book,
and line articles and other relevant literature that provide additional context and background
for this study these references support the research by offering theoretical insights and
existing findings related to the role of ChatGPT in education

POPULATION OF THE STUDY

The overall population in this study consists of Grade 12 HUMSS students at CITI
Global College Inc. Cabuyao Campus. For this study the researchers will work with 30

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 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

Grade 12 students from the HUMSS Strand with five selected students from random section.
The random sampling technique will be implemented to ensure that every student has an
equal chance of being included in the study, promoting fairness, diversity and a
representative sample of entire group. pas the study aims to capture a variety of experience
and perspective on how Chat GPT impact literacy skills. The Fows is specifically on Grade
12 HUMSSstudents, as their curriculum emphasizes reading, writing and critical thinking-
make them to be the ideal participants for this research. Other academic strands such ON
STEM, ABM, GAS, TVL are excluded since their curriculum priorities different and may
not align with the students' objectives.

INSTRUMENTATION AND VALIDATION

The researchers employed a self-created survey questionnaires to assess the
perception and experiences of Grade 12 HUMS students at CITI Global College Inc.
Cabuyao Campus regarding the role of Chat GPT in their reading and writing skills. The
questionnaires were divided into three sections: demographic information, a Chat GPT wage
reale, and the perceived impact on skills scale- the demographic section gathered background
data while the Likert-scale section measured the frequency of ChatGPT we and its perceived-
on effects in students' literacy development.
To ensure validity and reliability, the questionnaires underwent a content validation
process. One expert a HUMSS teacher to evocate the darity and appropriate of the Ideme.
the questionnaire was reviewed by the research teacher before bringing- vent to the experts
for further assessment feedback was incorporated to refine the instrument for bettor accuracy
and relevance.
Additionally, a reliability analysis was conducted using Cronbach's Alptur to
determine the internal consistency of the questionnaire - The 30 item surveys. was analyzed
to ensure that the Likert-scale responses confirmed that the instrument effectively captured
kay insights into ChatGPT's influenced on student reading and writing skills.

DATA GATHERING PROCEDURE

The data gathering procedure was done by the researchers after the validation of the
research interment. For this study, the researcher will Uti- line semi-structured interview
guides along with focus group discussion prompt to collect data. This method provides a
structured format while allowing the respondent for flexibility to share their personal
experiences and insight using ChatGPT for reading and writing tasks. The focus group
discussions will explore how students interact with Al tools like ChatGPT, providing a
broader perspective on their experiences in Chat GPT. Additionally individual interviews

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 CITI GLOBAL COLLEGE CABUYAO
CABUYAO CITY OF LAGUNA
SENIOR HIGH SCHOOL DEPARTMENT

will include open-ended questions to examine students' engagement with ChatGPT, the
challenges they encounter, and its impact on their academic performance. By complying
semi-structured interviews and random sampling, the study ensures the findings are
grounded in real students' experiences, offering. a comprehensive understanding of Chat
GPT's role in academic literacy once all responses are collected, the researchers will analyze
them thematically to identify patterns and insights relevant to the study's objectives This will
help them to determine whether Chat GPT positively contributes to students literacy
development or if its use present challenges that may hinder academic growth.

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