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Abstract

THE USE OF ARTIFICIAL INTELLIGENCE (AI) TOOLS IN WRITING AND PROOFREADING IS BEGINNING TO DEVELOP. STUDIES SHOW THAT AI TOOLS CAN POSITIVELY INFLUENCE STUDENTS' WRITING AND PROOFREADING SKILLS. THIS STUDY PRESENTS THE PERCEPTIONS OF VOCATIONAL EDUCATION STUDENTS REGARDING THE ASSESSMENTS AND SUGGESTIONS FOR IMPROVEMENT PROVIDED BY THE AI ASSISTANT CURIPOD AND FOLLOWED BY STUDENTS IN THE PROOFREADING PHASE. IT CENTRES ON A CASE STUDY, WITH DATA COLLECTED USING A SURVEY WITH OPEN AND CLOSED QUESTIONS, PARTICIPANT OBSERVATION, AND AN INTERVIEW. THE STUDENTS POSITIVELY PERCEIVED THE FEEDBACK THEY RECEIVED FROM THE AI ASSISTANT ON THEIR INITIAL TEXT AND CONSIDER THAT IT HELPED THEM TO REVISE AND IMPROVE THE FINAL VERSIONS OF THE TEXTS WRITTEN ON PAPER AND DIGITALLY. THE STUDENTS ARE INTERESTED IN USING TOOLS LIKE THESE IN WRITING REVISION ACTIVITIES, AS THEY SEE THE POTENTIAL THEY HAVE FOR THE CLASSROOM AND AUTONOMOUS LEARNING.