Enhancing Creative Writing Ability Through AI-Integrated Learning Activities Among 10th-Grade Students
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Abstract
The main three objectives of this research were to develop AI-supported creative writing lessons for Grade 10 students that met the 80/80 effectiveness standard, examine how students’ writing skills improved after learning with AI, and assess students’ satisfaction with this teaching approach. Within the Thai educational context, creative writing instruction often faces significant challenges. Traditional teaching methods frequently focus on the final product rather than the process, leaving students struggling with a lack of inspiration, the "blank page syndrome," and limited vocabulary. These issues contribute to writing anxiety and low engagement. This study aimed to demonstrate how AI-integrated learning serves as a critical intervention to bridge these pedagogical gaps by providing personalized support, immediate feedback, and cognitive scaffolding throughout the writing process.
We used a quasi-experimental design with 10th-grade students from Weerawatyothin School in Thailand. The experimental group consisted of 32 students, while the Control group had 30. Students in the experimental group completed 15 hours of instruction using a six-stage teaching model that incorporated AI tools.
The results were positive. The AI activities achieved an effectiveness rate of 84.53/83.59 (E1/E2) effectiveness, exceeding the 80/80 benchmark. Students' creative writing improved significantly after the intervention ( < .05). They also reported very high satisfaction with the approach. These findings suggest that using AI in creative writing classes can meaningfully help secondary school students write better, stay more engaged, and overcome common writing challenges by providing essential scaffolding within their zone of proximal development.
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References
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