Integrating Artificial Intelligence into EFL Academic Writing Instruction: Opportunities, Challenges, and Pedagogical Implications
DOI:
https://doi.org/10.5281/zenodo.20951923Ключевые слова:
artificial intelligence, EFL, academic writing, language learning, ChatGPT, AI-assisted writing, educational technology, writing instruction, learner autonomy, pedagogical implicationsАннотация
The integration of artificial intelligence (AI) into English as a Foreign Language (EFL) academic writing instruction
has become an increasingly important topic in contemporary language education. AI-powered tools such as ChatGPT,
Grammarly, and QuillBot provide learners with immediate feedback, language support, and writing assistance, contributing
to improved writing accuracy, coherence, and learner autonomy. This article examines the opportunities, challenges,
and pedagogical implications associated with the use of AI in EFL academic writing classrooms. The study highlights
the potential of AI to enhance students’ writing performance, facilitate personalized learning, and increase motivation.
At the same time, concerns related to academic integrity, overreliance on technology, critical thinking development, and
ethical considerations are discussed. The article argues that effective integration of AI requires a balanced pedagogical
approach in which technology complements rather than replaces human instruction. Teachers should guide students in
the responsible use of AI tools while fostering independent writing skills and critical engagement with generated content.
The findings suggest that AI can serve as a valuable educational resource when implemented within appropriate pedagogical
frameworks, ultimately supporting the development of academic writing competence among EFL learners
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