Exploring EFL Teachers’ Insights Regarding Artificial Intelligence Driven Tools in Student-Centered Writing Instructions

Abstract

The significance of technology integration including artificial intelligence (AI)-mediated tools has established a notable presence in the academic spectrum. Despite the abundance of studies available on AI-mediated technology integration in writing instructions in diverse settings, there remains an apparent gap in exploring teachers’ insights, particularly within the context of Arab universities. Therefore, the current study explores the employment of AI-driven tools in student-centered writing instructions from English as a Foreign Language (EFL) teachers’ perspectives. Using a qualitative research methodology, this study collected data through semi-structured interviews with a sample of (N = 16) teachers from four different universities. The content analysis indicates that teachers strongly perceive a positive impact of AI writing assistants on both student involvement and the role of teachers. Additionally, they underscore the significance of professional development and the role of AI in facilitating student-centered approach for effective writing instructions. While acknowledging the efficiency, customization, and time-saving aspects of AI tools, they also expressed reservations about potential issues such as overreliance, bias, digital divide, and concerns regarding accuracy. Furthermore, the participants observed the ways to address issues and concerns associated with the integration of AI-mediated tools include, but not limited to, clear communication, ethical considerations, academic integrity, teacher roles, ongoing and latest AI updates, student-centered learning, and professional development. Finally, the study offers limitations and recommendations for future research.