AI-enhanced English writing instruction for engineering students: A framework centering pedagogical relevance and knowledge acquisition

This case study employs the AIKRA (AI-Integrated Knowledge and Relevance in Academic Writing) Framework to investigate AI-infused writing education in engineering students of three Chennai colleges. This case study tackles issues of avoiding cognitive disengagement, over-reliance on technology, separating skill acquisition from AI-assisted delivery. The results indicate that all explicit transparency procedures, high support to minimal support phased scaffolds in a topic-related and context-related way in education through a high degree of adaptation to various levels of proficiency and multilingual environments are required in AI-assisted education. The results on problematic cases illustrated over-reliance on technologies with superior capabilities and high-performing cases illustrated metacognition and self-authoring capabilities. This study contends that AIKRA frameworks make sure that AI-assisted education does not dislodge traditional education but aids in skill development rather than improving performativity in multilingual engineering education. It shows that AI-assisted education is not dependent on technical know-how but on education know-how.