Rewriting the Curriculum: Integrating AI Prompt Engineering into EFL Writing Instruction

AI-Mediated Writing Instruction in Higher Education: A Systematic Review of Empirical Evidence

It is suggested that AI can enhance drafting, revision, and feedback processes, improving coherence, metacognition, and writing confidence, however, these benefits are accompanied by persistent concerns regarding ethical ambiguity, inconsistent policy guidance, and insufficient faculty training.

Transforming EFL Writing Education: Possible Contributions of AI Training to Language Classroom Engagement and Achievement

In recent years, artificial intelligence (AI) has become popular in English as a Foreign Language (EFL) writing classes; however, the effects of AI training on students’ learning remain underexplored. This study explores the effects of AI-supported writing instruction on tertiary-level EFL students’ language classroom engagement (LCE) and writing achievement. The Language Classroom Engagement Scale (LCES) (Eerdemutu et al., 2024) and students’ argumentative essays, students’ reflections and interviews were conducted. The results revealed statistically significant improvement in LCE, except for emotional engagement. Moreover, their achievement in topic, organization, support, style, and sources occurred while enhancing knowledge of conventions (grammar, punctuation and mechanics) was found limited. Qualitative findings indicated increased self-confidence and self-reflection. Overall, the findings highlight the potential of AI-supported tools in EFL writing instruction.

From Corrector to Guide: The Evolution of Teacher Feedback Practices in AI-Enhanced EFL Writing Classrooms

AI technologies in language education: Practical aspects and challenges of student usage

Different disciplinary differences emerged: students in language-focused disciplines exhibited cautious attitudes regarding AI’s influence on authorship and creativity, whereas those in technical sciences generally regarded AI as a neutral assistant with minimal concern for ethical or cognitive implications.

Teaching Critical Thinking Through AI Generated Content in English Classrooms: A Framework for Balanced Integration

The rapid adoption of generative artificial intelligence (AI) tools such as ChatGPT, Gemini, Copilot, Claude, Grammarly, and QuillBot has fundamentally changed how students approach reading, writing, and analysis in English language classrooms. While these tools can support grammar correction, idea generation, and language fluency, their unregulated use raises significant concerns about reduced critical thinking, overdependence, and weakened analytical writing skills among students. This paper examines the dual role of AI-generated content in English classrooms as both a potential learning aid and a possible barrier to independent thought. Using an illustrative classroom framework among undergraduate engineering students, the study discusses patterns of AI tool usage, perceived impact on critical thinking, and student attitudes toward AI-assisted learning versus traditional analytical exercises. The dataset used is hypothetical and illustrative, designed to demonstrate the type of analysis such a study would produce. Based on this analysis and supporting literature, the paper proposes a practical framework for teachers to integrate AI tools in ways that strengthen, rather than replace, students' reasoning and evaluation skills. The framework emphasizes guided AI use, reflective questioning, source verification exercises, and structured debate activities as counterbalances to passive AI reliance. The paper also addresses ethical concerns including plagiarism risk and skill erosion, and outlines strategies educators can adopt without rejecting AI outright.

Beyond AI-Generated Text: Strengthening Academic Integrity and Critical Thinking in Higher Education

Empirical evidence is contributed from educational action research showing that structured pedagogical interventions can promote the critical, ethical, and responsible use of Generative Artificial Intelligence in education.