THE ANTONINUS JOURNAL

Abstract

This study explored the lived experiences of English language teachers on their beliefs, practices, and recommendations for integrating artificial intelligence (AI) tools into writing instruction. It specifically explored the challenges encountered and the teaching strategies employed to enhance students’ writing skills. Through a narrative inquiry qualitative design, teachers shared their perspectives, classroom experiences, and instructional approaches including how they navigated the use of AI tools that influenced their pedagogical decisions and the evolving role of technology in education in supporting learners’ writing development. Flower and Hayes “Cognitive Process Theory of Writing” (1981) provided the theoretical anchor for this study, which focused on the three common strategies for writing composition: a) Explore and Consolidate, b) State and Develop, and c) Write and Regenerate yielded the following results: Across the three strategies Explore and Consolidate, State and Develop, and Write and Regenerate, teachers employed pre-writing techniques, structured guidance, collaborative tasks, peer review, and publishing opportunities to enhance writing accuracy, clarity, and engagement. Furthermore, English language teachers integrate AI tools using varied strategies across the writing process: ChatGPT supported idea generation, drafting, revising, and fostering critical evaluation of AI outputs with emphasis on ethics and academic integrity; QuillBot was used for summarizing, paraphrasing, and vocabulary building; and Grammarly was widely applied for grammar checking, drafting, and refining writing. The study concluded that purposeful AI integration, combined with varied teaching approaches and teacher scaffolding improves students’ writing skills and critical engagement.