Use of AI Tools in EFL Writing Instruction: A Case Study of Chinese Vocational College Instructors

Advancements in artificial intelligence (AI) have begun to reshape language education, particularly in the area of writing instruction. In the context of English as a foreign language (EFL), this study explores the types of AI writing tools currently in use, EFL instructors’ experiences with them, and their perceptions of the role such technologies play in teaching English writing at vocational and technical colleges in China. Adopting a qualitative case study approach, the study involved semi-structured interviews with EFL writing instructors. Participants were purposefully selected based on their experience with integrating AI tools into their teaching practice. Findings suggest that teachers generally viewed AI writing tools as helpful in providing timely feedback and supporting students’ independent writing development. These tools were seen as effective in easing teachers’ routine workloads while offering pedagogically relevant suggestions and feedback to learners. However, participants also expressed concerns regarding their shifting roles in the English writing classroom, raising questions about how to balance the use of automated feedback with human instruction. The study underscores the need for clearer pedagogical frameworks to guide the integration of AI tools to ensure that teachers remain central in fostering critical thinking, language awareness, and writing competence in the EFL context.