English teachers’ perceptions of AI-supported writing instruction: implications for professional development
< 0.05). These findings underscore the importance of targeted PD and coherent IES structures in facilitating effective PIAI, and provide a teacher-centered perspective on how teacher preparedness and institutional context jointly shape the early adoption of AI in writing instruction.
Authors
- Jinfang Yao (ORCID: https://orcid.org/0009-0002-6320-8784)
- Hisham Noori Hussain Al-Hashimy (ORCID: https://orcid.org/0000-0002-5006-6054)
- Mengmeng Wu
Institutions
- Universiti Sains Malaysia (MY)
- Henan Forestry Vocational College (CN)
- Huanghe Science and Technology College (CN)
Publication Details
- Journal
- Frontiers in Psychology
- Published
- 2026-04-10
- DOI
- https://doi.org/10.3389/fpsyg.2026.1806618
- Primary Topic
- Writing and Handwriting Education
- Type
- article
- Field-Weighted Citation Impact
- 0.00