A qualitative study on ELT instructors’ firsthand experiences with AI integration in English writing classes

Abstract

The integration of Artificial Intelligence (AI) tools in language classes has significantly revolutionized English writing classes by offering tools for grammar correction, idea and model text generation, and automated feedback. Research studies have reported that utilization of such tools can streamline drafting processes, increase personalized learning for students and reduce grading burdens for instructors. However, these tools can also pose pedagogical and ethical dilemmas, especially in contexts where both instructors and students are not well informed. Therefore, the current study aimed to examine the lived experiences of English writing instructors in Turkish universities concerning the implementation of artificial intelligence (AI) tools in their classes. 8 participants working in 8 different public universities which are located in 8 different regions were selected via purposive sampling. They were interviewed through online meetings and the obtained data was subjected to qualitative analysis. The analysis uncovered significant themes including the educational advantages of AI (e.g., efficiency in feedback and material generation), ethical dilemmas (e.g., over-reliance and plagiarism), and institutional obstacles with lack of policy on in service education. The current research demonstrated that although AI alleviates instructors' burdens and improves student engagement, instructors still feel not sufficiently qualified to integrate these tools into their practices. They were also found to be concerned about the improper usage of these tools which can pose substantial concerns related to academic integrity and the cultivation of critical thinking skills. Instructors utilize techniques such as in-class writing and plagiarism detection to reduce hazards, however they indicate a necessity for systematic instruction on successful AI integration and ethical standards.

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