Ei Phyoe Maung
Eötvös Loránd University, Hungary; https://orcid.org/0000-0001-8728-8155
DOI: https://doi.org/10.36534/erlj.2025.02.09
Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal. Volume 2025-2(14). THE ACTIVE DIMENSION OF LANGUAGE AND OF LINGUISTIC EDUCATION, pp. 128-138.
Abstract
Applying Artificial Intelligence (AI) writing tools in language classrooms in universities is becoming increasingly popular since they simplify instructional tasks for English as a Foreign Language (EFL) teachers and offer the ability to enhance writing accuracy and support quality writing for EFL students (Baron, 2023; Roe et al., 2023). However, teachers’ concerns about using these sophisticated AI writing tools highlight a re-evaluation of integrating these technologies into teaching and learning of EFL writing, particularly with regard to ethical issues and cognitive-linguistic challenges. The former includes students’ plagiarism and academic integrity in writing assignments, whereas the latter refers to discouraging their thinking and creativity in writing (Lund & Wang, 2023; Roe et al., 2023). In contrast, the process writing approach can minimise these concerns as it emphasises the importance of linguistic writing skills, and encourages students’ cognitive functions, including creativity in writing (Bailey, 2015; Hyland, 2019; 2021; Johnson, 2024). This paper examines the transformative potential of language education, especially writing, in higher education settings by integrating insights from the human-driven writing approach with the neuroscience perspective. It also contributes to the discourse on innovative language education practices that are replicable across diverse learning contexts, coupled with the recognition that language education remains both influential and prepared for the future. Moreover, this article argues for adopting the process writing approach as a potential solution to support students’ creativity and writing skills development over AI writing tools by promoting critical thinking, fostering effective communication, strengthening students’ active engagement in English writing activities, and preserving the human dimensions that ultimately lead to meaningful learning within higher education contexts.
Keywords: AI writing tools, cognitive-linguistic challenges, creativity, EFL students, ethical issues, neuroscience, the process writing approach, writing skills
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