Perceptions of Malaysian Secondary School Students on GeniusWrite, AI-Integrated Module for Learning English Writing
Keywords:
Artificial intelligence integration; English writing; Technology acceptance model; Malaysian secondary schoolAbstract
Artificial intelligence (AI) is increasingly transforming the education sector, especially in English language teaching and learning, supporting the development of essential 21st-century skills. Realising the significance of AI-mediated pedagogies, the Malaysian Ministry of Education has introduced the Digital Educational Learning Initiative Malaysia platform to provide teachers and students with access to diverse AI tools for education. Information and Communication Technologies (ICT) also have become increasingly influential especially within education, with online learning modules becoming prominent due to their abilities to foster learner engagement, personalised learning and language skill development. Despite the growing focus on AI and ICT-enhanced learning, there is limited research on AI-supported online modules designed for Malaysian secondary school students, especially for writing, which is one of the most difficult skills to teach and learn. Therefore, this study explored Lower Secondary Form 2 (aged 14 to 15) students’ perceptions of GeniusWrite, an AI-integrated online module, designed to support English writing instruction in Malaysian secondary schools. Using a small-scale explanatory sequential design, quantitative data was collected through a survey using questionnaire, followed by semi-structured interviews to enrich and explain the survey findings. Results from both phases indicated that students perceived GeniusWrite as easy to use and useful in learning English writing. This study recommends future research on curriculum-aligned AI features, ongoing teacher training for AI integration, teachers’ views on AI-supported writing modules, peer collaboration and social learning, and how students with limited digital literacy adapt to AI-integrated modules.
https://doi.org/10.26803/ijlter.25.6.14
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