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Responsive Teacher Agency in AI-Enhanced Writing Instruction: An Interpretative Phenomenological Study of EFL Educators

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Title: Responsive Teacher Agency in AI-Enhanced Writing Instruction: An Interpretative Phenomenological Study of EFL Educators
Language: English
Authors: Aldha Williyan, Yusup Supriyono, Nita Sari Narulita Dewi
Source: JALT CALL Journal. 2026 22(1).
Availability: JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: https://jaltcall.org
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Professional Autonomy, Artificial Intelligence, Technology Uses in Education, Writing Instruction, English (Second Language), Second Language Instruction, Language Teachers, Foreign Countries, Teaching Methods, Technology Integration, High School Teachers, College Faculty, Teacher Attitudes
Geographic Terms: Indonesia
ISSN: 1832-4215
Abstract: This interpretative phenomenological study explores how Indonesian EFL teachers enact responsive agency when integrating artificial intelligence (AI) tools into writing instruction. Drawing on Molla and Nolan's (2020) framework of responsive teacher agency, the study examines how four EFL teachers from diverse institutional contexts adapt AI tools to address student needs, navigate contextual constraints, engage in reflective collaboration, implement innovative practices, and promote equity. Using semi-structured interviews and a focus group discussion, the research reveals that responsive teacher agency manifests through AI-driven personalization of writing tasks, culturally responsive tool adaptation, reflective practice, creative integration of AI across writing stages, and efforts to ensure equitable access. While AI integration empowers teachers to enhance instructional personalization, facilitate reflective teaching, and deepen teacher-student interactions, challenges emerge related to professional autonomy, standardization tensions, digital divides, and resource constraints. The findings suggest that meaningful AI integration in writing instruction depends not merely on technological availability but on teachers' contextually sensitive decision-making and adaptive expertise. The study contributes to theoretical understandings of teacher agency in technologically enhanced environments and offers practical insights for EFL educators navigating the evolving landscape of AI-integrated writing instruction.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506601
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Responsive Teacher Agency in AI-Enhanced Writing Instruction: An Interpretative Phenomenological Study of EFL Educators
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  Data: <searchLink fieldCode="AR" term="%22Aldha+Williyan%22">Aldha Williyan</searchLink><br /><searchLink fieldCode="AR" term="%22Yusup+Supriyono%22">Yusup Supriyono</searchLink><br /><searchLink fieldCode="AR" term="%22Nita+Sari+Narulita+Dewi%22">Nita Sari Narulita Dewi</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22JALT+CALL+Journal%22"><i>JALT CALL Journal</i></searchLink>. 2026 22(1).
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  Data: JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: https://jaltcall.org
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  Data: 1832-4215
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  Data: This interpretative phenomenological study explores how Indonesian EFL teachers enact responsive agency when integrating artificial intelligence (AI) tools into writing instruction. Drawing on Molla and Nolan's (2020) framework of responsive teacher agency, the study examines how four EFL teachers from diverse institutional contexts adapt AI tools to address student needs, navigate contextual constraints, engage in reflective collaboration, implement innovative practices, and promote equity. Using semi-structured interviews and a focus group discussion, the research reveals that responsive teacher agency manifests through AI-driven personalization of writing tasks, culturally responsive tool adaptation, reflective practice, creative integration of AI across writing stages, and efforts to ensure equitable access. While AI integration empowers teachers to enhance instructional personalization, facilitate reflective teaching, and deepen teacher-student interactions, challenges emerge related to professional autonomy, standardization tensions, digital divides, and resource constraints. The findings suggest that meaningful AI integration in writing instruction depends not merely on technological availability but on teachers' contextually sensitive decision-making and adaptive expertise. The study contributes to theoretical understandings of teacher agency in technologically enhanced environments and offers practical insights for EFL educators navigating the evolving landscape of AI-integrated writing instruction.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 29
    Subjects:
      – SubjectFull: Professional Autonomy
        Type: general
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Technology Integration
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      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Indonesia
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    Titles:
      – TitleFull: Responsive Teacher Agency in AI-Enhanced Writing Instruction: An Interpretative Phenomenological Study of EFL Educators
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            NameFull: Yusup Supriyono
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            NameFull: Nita Sari Narulita Dewi
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