Collaborative Writing Engagement, AI-Assisted Tools, and Self-Regulation as Antecedents in Grade 11 Writing Skills

Abstract

Writing proficiency remains a challenge for Filipino secondary students particularly as they transition into an academically demanding year. This study addressed this gap by looking into how collaborative writing engagement, the use of AI-assisted tools, and self-regulation during writing influence the writing skills of Grade 11 students. Using a descriptive-correlational research design, data were gathered from 114 participants through a researcher-made questionnaire and a validated analytical writing rubric. Data analysis involved descriptive statistics and multiple regression analysis. The findings revealed that the participants demonstrated high levels of collaborative writing engagement, AI-assisted tool utilization, and self-regulation. However, their actual writing skills as measured across content, organization, grammar, vocabulary, and mechanics were only at a moderate level. Regression analysis revealed that the whole model is highly significant, which means, that the three variables collectively contribute to the writing skills. Furthermore, taken singly, the results indicated that collaborative writing engagement and the use of AI-assisted tools were significant predictors of writing skills, whereas self-regulation was not a significant predictor in this context. Based on these findings, self-regulation may be given equal importance in the instructional process specifically in the context of public schools. Furthermore, future researchers are encouraged to conduct large-scale studies to deepen the understanding of how these variables interact within the educational landscape of Northern Mindanao.