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AI-Aware Process Writing Pedagogy: Rethinking the Process-Based Approach

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Title: AI-Aware Process Writing Pedagogy: Rethinking the Process-Based Approach
Language: English
Authors: Eman Elturki (ORCID 0000-0002-4839-9087)
Source: TESOL Journal. 2026 17(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Process Approach (Writing), Technology Uses in Education, Models, Higher Education, Writing Instruction, Technology Integration
DOI: 10.1002/tesj.70127
ISSN: 1056-7941
1949-3533
Abstract: The rapid integration of generative AI into higher education unsettles long-standing assumptions about writing instruction, authorship, and academic integrity. Traditional process-based pedagogies--grounded in drafting, feedback, and revision--increasingly clash with AI-enabled composing that produces polished prose from the outset. Drawing on posthumanism and postplagiarism, this conceptual paper argues for reorienting process pedagogy toward Process Pedagogy 2.0: an AI-aware model centering human decision-making, rhetorical reasoning, and ethical engagement within hybrid human-AI writing ecologies. Grounded in transparency, visible thinking, and dialogic engagement, it preserves the pedagogical value of writing-as-process while acknowledging AI's role. The paper offers concrete strategies, including assessment redesign, structured documentation of AI use, tech-off reflections, revision tracking, and dialogic feedback structures.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506594
Database: ERIC
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  Data: The rapid integration of generative AI into higher education unsettles long-standing assumptions about writing instruction, authorship, and academic integrity. Traditional process-based pedagogies--grounded in drafting, feedback, and revision--increasingly clash with AI-enabled composing that produces polished prose from the outset. Drawing on posthumanism and postplagiarism, this conceptual paper argues for reorienting process pedagogy toward Process Pedagogy 2.0: an AI-aware model centering human decision-making, rhetorical reasoning, and ethical engagement within hybrid human-AI writing ecologies. Grounded in transparency, visible thinking, and dialogic engagement, it preserves the pedagogical value of writing-as-process while acknowledging AI's role. The paper offers concrete strategies, including assessment redesign, structured documentation of AI use, tech-off reflections, revision tracking, and dialogic feedback structures.
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