AI-mediated creative writing and the school library: an innovative teaching experience in a foreign language

Abstract

This study explores an innovative teaching experience implemented in a public primary school in Tenerife (Spain). The intervention focused on creative writing in English supported by generative artificial intelligence (AI), within the school library as an expanded learning environment. Through the collaborative creation of micro-stories and guided interaction with a GPT agent, the initiative explored the potential of AI-mediated creative writing to support students’ written communication in English. The introduction of prompting strategies supported students in the collaborative construction of narratives in English while promoting creative engagement and opportunities to develop digital literacy, particularly regarding the critical and functional use of AI. Adopting a qualitative instrumental case study design, the research combined participant observation, textual analysis, and a student satisfaction survey. The findings suggest high levels of motivation, engagement, and enjoyment among students. Qualitative analyses of the writing process and students’ productions pointed to changes in the written texts, while participants’ responses reflected opportunities for metacognitive reflection and collaborative learning. The school library functioned as a complementary learning space in which students’ productions were incorporated into the school’s bibliographic collection. The study concludes by reflecting on the ethical and educational implications of incorporating AI into learning environments and highlights the relevance of promoting critical and creative literacies in primary education.