2026 IJRSE – Volume 15 Issue 13
Available Online: 25 May 2026
Author/s:
Gile, Julnard M.*
Sorsogon State University, Philippines (gile.julnard@sorsu.edu.ph)
Fortes, Ana Cristina G.
Sorsogon State University, Philippines (fortes.ana@sorsu.edu.ph)
Abstract:
The study examined how 100 engineering students from Civil, Mechanical, Electrical, and Electronics Engineering programs integrated artificial intelligence (AI) tools into their English academic writing during the second semester of Academic Year 2025–2026. Using a sequential explanatory mixed-methods design, the researcher first measured AI literacy with a validated 15-item Likert-scale instrument, which showed that students had a moderate level of AI literacy across three domains: understanding, application, and ethics. In the qualitative phase, 10 purposively selected students with lower AI literacy scores and more problematic AI integration patterns participated in semi-structured group interviews, and the data were analyzed using Braun and Clarke’s thematic analysis. Four major themes emerged: Academic Survival, Cognitive Scaffolding, Strategic Humanization, and Ethical Paradox, showing how students used AI under time pressure, for language support, to preserve human authorship, and while negotiating ethical tensions. Their AI-supported writing strategies aligned with Zimmerman’s three self-regulated learning phases of forethought, performance, and self-reflection. Quantitative analysis indicated no statistically significant relationship between students’ AI literacy levels and the complexity of their AI integration strategies. Triangulated findings led to the development of the AI Writing Handbook for Future Engineers, designed to promote transparent, human-centered AI use and address ESL engineering writing, disclosure, and equity issues in AI access.
Keywords: artificial intelligence literacy, AI integration strategies, English second language writing, engineering students, self-regulated learning
DOI: https://doi.org/10.5861/ijrse.2026.26224
Cite this article:
Gile, J. M., & Fortes, A. C. G. (2026). Analysis of AI integration strategies of engineering students in ESL composition. International Journal of Research Studies in Education, 15(13), 95-116. https://doi.org/10.5861/ijrse.2026.26224
* Corresponding Author