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 |
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| 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 |
| 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. |
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| ISSN: | 1832-4215 |
