The Implementation of GenAI as a Pedagogical Tool in an EFL Academic Writing Course
Year: 2026
Type: article
Abstract: This paper documents the systematic introduction of generative artificial intelligence (GenAI) as a pedagogical tool in an English as a Foreign Language (EFL) academic writing course for pre-service English teachers. The instructional design emphasized the use of GenAI as an editing and feedback tool rather than a text-generation device, with explicit guidelines for AI use, direct instruction on AI prompts and the editing process, dual draft submissions (pre and post AI-suggested revisions), and accountability measures embedded in course assignments and assessment. Pedagogical outcomes indicate that GenAI-assisted editing substantially reduced grammatical errors, improved lexical sophistication, and enhanced organizational coherence. At the same time, challenges emerged regarding overreliance, student voice, and the blurred boundary between editing and generation. Survey data collected from 38 participants reveal overwhelmingly positive student perceptions of GenAI use, particularly regarding immediate feedback, vocabulary development, and structural guidance, while also highlighting some student concerns about excessive dependence on AI tools. Practical adaptations are outlined to promote responsible AI use, including structured reflection on AI-assisted revisions, in-class tasks to confirm authorial comprehension of final drafts and encourage lexical noticing, and AI-reliance self-tests. Implications are discussed for integrating GenAI into EFL writing instruction in ways that maximize learning while preserving learner and teacher accountability.
Authors: VENEMA, James, PAEME, Thomas
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7163837659