Applied writing courses in higher education hold strong pedagogical value due to their genre normativity and practical orientation but often face challenges like limited process guidance, delayed teacher feedback, and insufficient opportunities for revision. The emergence of generative artificial intelligence has introduced intelligent writing platforms as novel instructional tools, yet their pedagogical functions, implementation models, and potential risks in the classroom setting, especially as perceived by teachers, remain underexplored. Situated in the context of an applied writing course, this study investigates the role and significance of intelligent writing platforms for process-oriented writing instruction from teachers’ perspective. Adopting qualitative case study design, the research involved six university instructors who participated in the pedagogical practice. Data were collected through semi-structured interviews focusing on the teachers’ perceptions of intelligent writing platforms, instructional changes, and the benefits, challenges, and risks they perceived. The analysis centered on identifying and interpreting shared teaching experiences across the instructor group rather than emphasizing individual-level differences. The findings reveal that teachers largely adopt a cautiously positive stance, treating intelligent writing platforms as auxiliary scaffolding tools. When integrated into the pre-writing, writing, and post-writing stages, these platforms facilitate a transition from product-focused to process-oriented writing instruction. At the same time, their application prompts critical reflections on issues regarding writer agency, instructional design complexity, and assessment authority. The study suggests that the pedagogical value of intelligent writing platforms depends on teacher guidance within clearly defined instructional goals and boundaries.

The Role of Generative AI Tools in English Writing Teaching

The limited availability of teaching materials that integrate systematic techniques for idea and plot development remains a major obstacle for students in achieving the competency standards of the Creative Writing course. This research aims to develop short story writing materials by integrating the Strategy-Based Instruction (SBI) framework. The method employed is Research and Development (R&D) utilizing the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The teaching materials were constructed by synergizing cognitive and metacognitive strategy stages, including strategy identification, modeling, guided practice, and independent writing. Research subjects involved expert validators, a course lecturer, and 28 Indonesian Language Education students at Tanjungpura University. Validation results from material, language, and design experts showed very high average scores (3.88–4.00). Practicality tests on both limited and field scales categorized the materials as highly practical (3.46–3.72). Furthermore, pretest and posttest results (sig. 0.001) significantly proved that these materials are effective in improving students' ability to construct the intrinsic elements of short stories structurally. These findings contribute to a more systematic creative writing instructional model through the reinforcement of procedural strategies for novice writers in higher education.

Abstract Sentence writing is a critical early writing skill (Kim et al., 2014) but is often overlooked in empirical literature (McMaster et al., 2018). The current pilot study evaluated the effect of a set of explicit sentence writing lessons on a first grader’s writing and identified the types of errors made before and during instruction. The participant was a 6-year-old white male with a learning disability. An exploratory AB single case design was used to detect and describe participant writing during baseline, intervention, and maintenance phases. A series of 12 sentence writing lessons were administered three times per week for four weeks. Lessons focused on writing complete, simple sentences with correct mechanics and incorporated a sentence planning page and a self-checklist. Results indicate the participant improved his capitalization and punctuation (Tau- U = 0.50) but not his sentence length or complexity. He primarily made punctuation errors and wrote incomplete sentences at baseline, both of which improved significantly after lessons were completed. Implications for future research and practical implications are discussed.

The aim of this research is to find out High school students' perceptions of Flipped Writing Instruction to reduce anxiety in writing and which of the four pillars of F-L-I-P is considered the most useful for reducing students' anxiety in writing. This research adopts a qualitative descriptive research method with a case study research design for analysis FWI user subjects with anxiety wrote better. Data obtained from that interview involve 15 12th grade students from one of the state high schools in Sidoarjo. Results of the interview stated that Most students have a positive perception of FWI caused and a small number have a negative perception. This positive perception includes two things: 1.) flexibility of space and time, 2.) learning specific material and 3.) reduction of burden and anxiety caused by group learning. Meanwhile, their negative perception shows that FWI does not have a significant effect on reducing anxiety in writing due to: 1.) inability to carry out independent learning, 2.) inactive study group performance, and 3.) lack of teacher feedback. In addition, the interview results stated that of the four pillars of F-L-I-P, what students considered to be the most helpful in reducing anxiety were pillars F and I, because flexibility and specific material adapted to students' learning conditions made students accustomed to building 'study' habits and preparing themselves before activities. in class, so their anxiety is much reduced.

There are pressing challenges in the teaching of writing, as evidenced by unsatisfactory writing outcomes among countless primary school students around the world. Although digital technologies have the potential to support teachers and learners in the writing classroom, there are considerable gaps in the research as well as challenges in the application of technology-integrated writing practices in classrooms. In a post-digital world where technologies are ubiquitous and an integral part of everyday lives, this gap may be seen as problematic. This article provides a background overview of the literature on four types of digital technology, and a narrative review of virtual and augmented reality (VR and AR) or “new realities” and generative artificial intelligence (GenAI) in the teaching and learning of writing in primary schools. Narrative reviews are non-systematic and subjective, allowing the author to provide commentary and critique. In the Discussion section, research on digital technologies and writing in primary school settings are considered with reference to key pedagogical approaches. Gaps in the literature in the area of digital technologies for teaching and practising writing in primary school classrooms are highlighted and opportunities for future research and practice are suggested.

The current paper examines the Arab EFL teacher view on the application of AI-based chatbots as a method of aiding writing instruction. It explores pedagogy, didactic difficulties and ethics. The overall aim is to clarify the perception that teachers have of AI chatbots as a useful tool in the writing process and to find out to what degree these perceptions are reflected in instructional decision-making and classroom behaviors. A quantitative study was conducted using a structured questionnaire that was given to forty Arab EFL teachers, using a sequential explanatory mixed-method design. To elaborate and contextualize the survey results, qualitative enquiry was implemented through semi-structured interviews with twelve teachers. Findings have shown that educators tend to perceive AI chatbots as effective complementary instruments to generate ideas, provide linguistic support, and initial feedback. However, there were also major concerns related to the quality of AI-generated feedback, the tendency to overuse automatics by students, the problem of academic integrity, and the lack of uniform preparedness of institutions and technology infrastructure. The results also indicate that teachers use mediated instructional practices, such as guided scaffolding, staged instruction, AI literacy instruction, and verification-based writing activities to alleviate these issues. The current research highlights the fact that successful and conscientious implementation of AI in EFL writing classrooms is largely reliant on teacher mediation and not independent chatbots.

As humans step into the era of artificial intelligence (AI), these advanced technologies have been integrated into a variety of fields, and education is included as well. This paper focuses on reasonable methods for English as a foreign language (EFL) teachers to combine mainstream AI-generated writing tools with academic writing guidance, and aims to improve EFL students' competence in three aspects: language, structure and thinking. This paper builds a complete and reasonable structure with sufficient content, which helps readers get a deeper understanding of the influence of AI writing tools and their importance in the pedagogical system. This paper analyzes the advantages and disadvantages of AI writing tools in the above three dimensions, collects the viewpoints of EFL teachers and students, and draws on the key findings of current research. It clarifies the key problems and provides targeted solutions for these problems. Different from traditional teaching methods, these writing tools have changed the current role of teachers with the help of advanced technology, so this paper also puts forward four specific transformation. In summary, this study emphasizes the great importance of integrating AI writing tools with pedagogical training in reliable ways. It also tries to find out the gaps in current research and helps future research avoid getting into such difficulties.

With the advancement of artificial intelligence and natural language processing technologies, the automated writing evaluation system (AWE) has gradually been integrated into English as a Second Language (ESL) writing instruction and has gained potential value for enhancing feedback efficiency and supporting writing revision. However, there are still some disputes over their instructional effectiveness and the boundaries of their application. This study analyzes the pedagogical value and limitations of AWE in ESL writing instruction through reviews of empirical studies, systematic reviews and meta-analyses published in the past 20 years. The findings show that AWE has a relatively stable positive effect on improving surface-level linguistic features such as grammar, spelling, and punctuation, and can sustain several rounds of modification and to a certain degree, improve learners' motivation and autonomy in writing. However, it is still unknown whether it is valid and stable enough to assess higher-order writing abilities such as writing content development, argumentation logic and appropriateness. This study argues that AWE should be viewed as a supplementary tool to provide formative assessments, functioning effectively in instructional models and humanAI collaboration. The findings of this study may provide pedagogical implications for the rational integration of AWE tools into ESL writing classrooms, offering directions for future research in this field.

This paper explores the enduring minority status of teachers of English literature in Sri Lanka. The article focuses on Victorian literature in the Sri Lankan Anglophone educational landscape, in particular higher education, as it has been experienced variously across at least three generations from c.1950 to the present. Beginning with Matthew Arnold's concept of a cultured minority, and T.B. Macaulay's view of an educated minority in colonised territories, our perspective uses the Sri Lankan literary prize system to trace the varied and shifting identities at play in the minority, which we see through the eyes of three interviewees, all prize winners, teachers of English, and creative writers in Sri Lankan higher education. The article explores ideas about Victorian canonicity, narratives of literary history, including the Victorian or (long) nineteenth century periodisation. The article also explores the heterodoxic energies in Victorian literature as critical sources of civic engagement.

This research aims to investigate the impact of targeted instructional technique on students' paragraph writing abilities. The primary objective is to determine whether implementing Major Supporting Sentence (MASS) and Minor Supporting Sentence (MISS) techniques can significantly enhance the completeness of students' paragraph writing. The research employs a pre-experimental design, involving a one-group pre-test and post-test approach to assess the effectiveness of the treatment. Initially, students’ paragraph writing abilities were evaluated via a pre-test, which established a baseline for their competencies across various writing dimensions. The subsequent treatment, which included explicit instruction in placing MASS and MISS within paragraph writing. Post-treatment analysis revealed a significant enhancement in students' abilities to organize and articulate their thoughts in writing. The results indicated that the implementation of MASS and MISS not only improved the depth of their content but also the overall coherence and flow of their paragraphs. Statistical analysis demonstrated a substantial increase in post-test scores compared to pre-test scores, suggesting that the instructional techniques effectively addressed the weaknesses previously observed in student writing. Moreover, the effectiveness of the MASS and MISS techniques illustrates the potential for structured approaches to transform students' writing experiences

With the in-depth development of educational informatization, the blended teaching model has become an important direction for the reform of English major writing teaching. However, the traditional writing feedback mechanism has problems such as delay, singularity and difficulty in personalization, which restrict the improvement of teaching effect. This paper aims to explore how to use learning analytics techniques to construct a data-driven personalized feedback mechanism to transform into a data-driven personalized feedback mechanism, elaborates on the multi-source data integration path and multimodal feedback strategy, and through teaching experiment comparison, it is found that This mechanism can significantly improve students' writing performance (especially in terms of content and logic dimensions), enhance learning engagement and self-efficacy, and provide strong support for teaching optimization.

This study examines, within an applied linguistics framework, the contribution of the Cognitive Apprenticeship (CA) model to the development of metacognitive and self-regulatory skills in senior high school students’ argumentative writing. Using a quasi-experimental action research design, a year-long intervention was implemented in two first-year senior high school classes, with a third class serving as a comparison group. The intervention enacted core CA components—development of prior knowledge, modeling, coaching, scaffolding, articulation, reflection, and exploration—through structured metacognitive strategy instruction and targeted writing tasks aimed at transforming metacognitive knowledge into self-regulated writing competencies. Methodological rigor was ensured through data triangulation, including pre- and post-intervention writing assessments evaluated with a validated rubric, an open-ended metacognitive knowledge elicitation task, student interviews, and classroom observations. Writing samples were independently scored by two raters. Quantitative data were analyzed using paired-sample and between-group comparisons, while qualitative data were coded within a thematic framework. Results indicate significant gains in metacognitive awareness, self-regulatory behaviors, and writing quality among students in the intervention classes compared to the control group. Qualitative evidence highlights increased strategic engagement and learner autonomy during the writing process. Overall, the findings demonstrate that socio-cognitive instructional approaches support metacognition and self-regulation in secondary-level writing instruction.

This study aims to explore how Instagram-supported writing instruction influences vocational high school students’ writing development and engagement in an Indonesian EFL context, identify the aspects of writing most affected, and examine the challenges encountered during the learning process. Adopting a qualitative descriptive design, the study involved 20 eleventh-grade vocational students from a vocational high school in West Java, Indonesia. Data were collected through classroom observations, document analysis of students’ Instagram posts, and semi-structured interviews with selected students and the teacher. The data were analyzed thematically to capture recurring patterns related to writing development, engagement, and learner perceptions. The findings indicate that Instagram-supported instruction positively enhanced students’ engagement, confidence, and motivation to write. Students demonstrated noticeable improvement in creativity, relevance, and coherence of writing, supported by Instagram’s multimodal affordances and authentic audience interaction. However, grammatical accuracy and vocabulary limitations remained challenges, highlighting the need for pedagogical scaffolding. The study implies that integrating Instagram into EFL writing instruction can support vocationally relevant writing practices when combined with guided feedback and instructional support.

This qualitative study explores undergraduate students’ perceptions of integrating peer feedback within project-based academic writing instruction. Using semi-structured interviews, focus group discussions, and document analyses, the research investigates how peer feedback practices influence students’ writing development, critical reflection, and collaborative engagement. Findings show that peer feedback encourages reflective revision, enhances motivation and community learning, and improves awareness of academic writing conventions. However, challenges related to feedback quality and reviewer confidence suggest the need for structured support and training. These results provide valuable insights for writing instructors and curriculum designers seeking to integrate peer review into project-based learning frameworks.

Recent research suggests that artificial intelligence (AI) tools allow EFL (English as a Foreign Language) learners to exert greater control over their language-learning process. Furthermore, these tools enhance their language skills by providing them with elements often absent in traditional classroom settings, such as autonomy and individual pace of learning. Specifically, AI-based tools, such AI chatbots, have the potential to facilitate learning and streamline tasks for both students and instructors in language-learning contexts. These digital companions (i.e., chatbots) can be methodically crafted and equipped with the required essential materials to support students in practising language skills independently, regardless of time or location. The current study presents an experiment conducted with undergraduate students at a university in Saudi Arabia to assess the effectiveness of a customised AI chatbot, WritePro (GPT-4), in improving their writing skills. Learners in the experimental group were instructed to use WritePro to navigate through their writing stages, focusing their queries on four key components: content and organisation, grammar mechanics, vocabulary usage, and sentence structure. The findings showed that WritePro serves as an effective tool for EFL learners to overcome several challenges in developing writing competencies. Therefore, the significance of these findings lies in the potential of AI tools to enable EFL instructors to effectively integrate chatbots into classroom instruction, supporting the development of students’ writing skills. Furthermore, these findings can be used as a basis for advocacy with university policymakers regarding the use of AI chatbots in language classrooms.

Since M.A.K. Halliday introduced Systemic Functional Linguistics (SFL) over half a century ago, its various sub-theories have been widely applied in EFL writing instruction. In a previous study, the researcher conducted a case study on teaching Grammatical Metaphor within the framework of genre-based writing instruction for EFL students in China. Building on this, the present research integrates Appraisal Theory to examine the characteristics of appraisal resources in student writing across four genres of narration, description, exposition and argumentation. The findings show significant variations in the distribution of appraisal resources-attitude, graduation, and engagement-depending on the semantic features inherent to each genre. Furthermore, the study explores the statistical and semantic correlations between appraisal resources and Grammatical Metaphor. Based on these findings, a genre-based writing model was developed, combining instruction in the Appraisal system and Grammatical Metaphor. This model aims to enhance students’ genre-based analytical skills and their ability to construct genre-appropriate texts with logical cohesive textual flow and sophistication, thereby empowering them to engage in critical thinking and independent writing practices in academic contexts.

Writing skills are increasingly marginalized in the rise of digital literacy practices. The rapid growth of Artificial Intelligence (AI) has not yet been accompanied by a well-established cyber-pedagogical framework capable of maintaining students’ independent writing competencies. This study aims to explore the lived experiences of Arabic Language Education students in utilizing AI within maharah al-kitabah learning and to analyze its implications for writing proficiency and academic ethics. A qualitative phenomenological approach was applied through semi-structured interviews with 23 students actively using AI-based applications in Arabic writing activities. The findings reveal that AI is perceived as a cognitive support tool that assists students in generating ideas, improving grammatical structures, enriching vocabulary, and enhancing coherence and writing fluency. However, students also acknowledge the risks of dependency and reduced critical thinking if AI is used without proper pedagogical guidance. These results underline the need for a reflective and ethically grounded integration of AI in maharah al-kitabah instruction to ensure sustainable development of independent writing skills.

With the rapid advancement of generative artificial intelligence (AI) technology, college English writing teaching has ushered in new development opportunities. This study quantifies teaching effectiveness from two dimensions—external language knowledge mastery and internal writing thinking abilities, and conducts an in-depth exploration of the application value and practical effects of the generative AI technology ChatGPT in college English writing instruction. The research results indicate that ChatGPT can assume partial functions such as tool support and feedback evaluation across various stages of writing, significantly reducing teachers’ instructional burden. Additionally, the intelligent feedback system demonstrates remarkable advantages in improving the accuracy of students’ language expression and optimizing the logicality of text structure. Meanwhile, the application of ChatGPT is accompanied by inherent limitations, including lack of contextual awareness, potential for misinformation, and plagiarism risks, which necessitate teachers to play an irreplaceable role in evaluation and screening, rule supervision, and competency training. This study provides empirical references and targeted optimization suggestions for the practical path of AI empowering college English writing teaching.

English writing proficiency is an essential skill for hospitality students, particularly in the context of the global hospitality industry, which requires professional communication with international tourists. However, many students struggle with grammar, vocabulary selection, and effective sentence structuring. Artificial Intelligence (AI) has emerged as a valuable tool in language learning, offering automated feedback, grammar correction, and stylistic suggestions. This study aims to implement AI technology in English writing instruction and analyze its effectiveness for hospitality students. The Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed to design and evaluate AI-based writing instruction. Writing evaluation included both AI-assisted and non-AI tasks to distinguish the improvement from tool-dependent performance. The findings showed significant improvements in writing performance: grammar scores increased from a mean of 62 to 83 (34% improvement), vocabulary scores from 65 to 85 (31% improvement), and structure and cohesion from 60 to 82 (37% improvement). Although these gains demonstrate the potential of AI to support writing development, analysis of no-AI writing tasks indicated that part of the improvement stemmed from students’ increased ability to leverage AI feedback effectively. Overall writing proficiency improved from 64 to 84, representing 31% gain. Findings suggest that AI integration enhances writing skills, fosters interactive and adaptive learning, and aligns with the professional demands of the global hospitality industry.