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 |
| 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 |
| 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. |
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| ISSN: | 1056-7941 1949-3533 |
| DOI: | 10.1002/tesj.70127 |
