Integrating AI-powered tools into ESL writing instruction:A conceptual framework for enhancing writing skills and learner perceptions
الكلمات المفتاحية:
AI in education, ESL writing, writing instruction, AI-powered tools, second language acquisitionالملخص
The emergence of artificial intelligence (AI) in education has opened unprecedented opportunities for supporting English as a Second Language (ESL) learners, particularly in writing instruction. ESL students often struggle with coherence, grammar, vocabulary, and organization—areas where AI-powered tools such as Grammarly and ChatGPT can offer real-time assistance. This conceptual paper proposes a pedagogically informed framework for integrating AI tools into ESL writing instruction, drawing on second language acquisition (SLA) theories, the writing process model, and the concept of cognitive scaffolding. The framework outlines how different AI tools can support various stages of writing—from prewriting to editing—while encouraging reflective learning and ethical use. The paper also explores challenges, including plagiarism, over-reliance, and issues of digital literacy. By proposing guidelines for teachers, learners, and policymakers, this paper contributes to ongoing conversations on the meaningful use of AI in ESL writing pedagogy and provides directions for future research.
التنزيلات
المراجع
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الرخصة
الحقوق الفكرية (c) 2025 Zarina Ashikin Zakaria, Norhaili Massari, Normazla Ahmad Mahir
هذا العمل مرخص بموجب Creative Commons Attribution 4.0 International License.
