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Title
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Beyond the Blank Page: Using AI Tools in Creative Writing to Cultivate
Academic Buoyancy in Girls
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Author
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Nichola Rivers
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Description
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This action research study explored the impact of introducing AI planning and writing tools in the classroom to facilitate the production of Year 9 English students’ creative writing pieces. In my experience, students often struggled to initiate and sustain creative responses independently and my aim was to establish whether AI tools could aid students in improving this. A class of 20 girls was provided with access to three distinct AI tools during the planning and drafting of creative writing pieces across a unit of work. Throughout the unit, students were provided with explicit instructions on how to use the tools to assist them in their work. Using the tools, students produced three creative writing responses, two short descriptive pieces, and one extended narrative piece. Data collection techniques included student reflective journals, questionnaires, work samples, observations, and focus groups. Thematic analysis of the data revealed three main themes—using AI planning tools in creative writing tasks: increases girls’ confidence in task initiation; improves girls’ perceptions of their capacity to plan their writing effectively; and has a positive impact on girls’ sense of confidence and control over the quality of their writing. The findings of this study are valuable to educators who wish to explore practical applications of AI writing tools in the classroom and who wish to further explore the potential impact of AI on girls’ academic buoyancy, engagement, and performance.
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Tags
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teaching, learning, AI
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Type
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GARC Report
