globusjournal

Introduction: Artificial Intelligence (AI) tools are increasingly integrated into educational contexts, transforming how students engage with language. These tools, including AI writing assistants and chatbots, influence grammar, vocabulary, sentence construction, and coherence in student outputs. While AI can support learning and writing efficiency, concerns exist regarding overreliance, diminished cognitive engagement, and reduced originality. This study investigates how AI affects language use, communication competence, and cognitive engagement among learners.

Methods: A mixed-methods descriptive research design was employed. Participants included 120 senior high school and college students and 20 language teachers. Data were collected using a Language Use Survey measuring frequency and purpose of AI use, writing sample analysis comparing AI-assisted and independent essays, and teacher interviews exploring perceptions of AI’s impact on learning. Quantitative data were analyzed using paired t-tests and descriptive statistics, while qualitative responses were coded thematically.

Results: Findings indicated that 82% of students regularly used AI for grammar correction, paraphrasing, and idea generation. AI-assisted essays exhibited significantly fewer grammatical errors, higher vocabulary diversity, and greater sentence complexity (p < 0.01) compared to independent essays. Teachers observed improvements in structural accuracy and coherence but noted reduced originality and overreliance on AI for cognitive processing. Interviews revealed a growing need for AI literacy and guided reflection in classroom practice.

Keywords: Artificial Intelligence, Language Use, Communication Competence, Writing Proficiency, Cognitive Engagement.