Teaching L2 Writing in the Artificial Intelligence (AI) Era: Current Practices in an EFL Context

Over the past few decades, a range of pedagogical approaches has informed the teaching of ESL/EFL writing. Recent developments in generative AI technologies, however, have been reshaping practices of writing, warranting empirical inquiry into current pedagogical practices to examine whether and how language teachers respond to emerging AI-related pedagogical trends in L2 writing education. Providing a contextualized account of English writing instruction in Turkish higher education through a mixed method analysis of EFL writing instructors’ perspectives, this study establishes that traditional pedagogical approaches continue to dominate instructional practices within the local context of this study. At the same time, results demonstrate instructors’ engagement with AI technologies, revealing their perceptions of AI’s uses and potential in EFL writing classrooms.