An inquiry-based model to support writing instruction in the context of generative AI

Abstract

Within a university writing instruction context, generative AI (gen AI) is changing how writing is learned, demonstrating positive impact potential through boosting learners’ motivation, automating instructional tasks, and offering instantaneous, personalised feedback. As a result, these are times of unprecedented opportunities and challenges. This is an exploratory qualitative case study on the potential of a four-stage inquiry and academic writing (IAW) model developed by the authors to facilitate educators in two HEIs to work proactively and responsibly with gen AI tools in writing assessments with their students. The study involved 15 educators across Business and Education disciplines interested in supporting students’ academic writing and introduced the IAW model as a practical support to their TLA approaches. Findings indicate educator concerns on gen AI impact on both students’ learning and confidence along with perceived advantages for writing instruction. The study contributes meaningfully to growing conversations about gen AI and writing instruction.