Designing AI-Supported Writing Instruction for University Students in South Korea
Keywords:
artificial intelligence, writing instruction, educational technology, English as a foreign language, South Korea, academic writingAbstract
This study explores the design and implementation of artificial intelligence-supported writing instruction for English language learners at South Korean universities. As AI technologies increasingly transform educational landscapes, understanding how to effectively integrate these tools into academic writing pedagogy becomes essential. This research employed a design-based research methodology involving 180 undergraduate students across three universities, implementing an AI-integrated curriculum that combined automated feedback systems, intelligent tutoring, and collaborative human-AI writing processes. Results indicate that strategically designed AI support significantly improved students' writing quality, revision processes, and metacognitive awareness while raising important questions about academic integrity, pedagogical authenticity, and learner autonomy. The study identifies optimal design principles including scaffolded AI integration, explicit instruction in critical evaluation of AI-generated content, and balanced approaches that position AI as supplementary rather than substitutive to human instruction.
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Copyright (c) 2025 Min-Jae Park, Hyejin Choi (Author)
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