Enhancing EFL Writing With GenAI: Design, Testing, and Pedagogical Guidelines for Chinese University Classrooms
Abstract
This study investigates the integration of generative AI (GenAI) into university-level English writing instruction for Chinese intermediate EFL students, addressing the absence of context-sensitive, needs-based guidelines for AI-supported writing pedagogy. Utilizing survey data from 103 non-English majors and in-depth interviews with students, experienced teachers, and education/AI experts, the research systematically identifies key writing challenges and practical demands for AI support. A mixed-methods design within a design and development research (DDR) framework is employed, combining quantitative analysis, thematic coding, and iterative focus group consultation across three stages: needs analysis, instructional integration mapping, and pedagogical guideline development. The study seeks to characterize learners’ writing-related needs for GenAI support, determine which instructional modules benefit most from GenAI integration, and develop pedagogical guidelines for AI-enhanced writing instruction. Within this framework, an AI-assisted writing prototype was developed and tested using authentic student drafts, with subsequent adjustments informed by classroom feedback and expert evaluation. The findings indicate that vocabulary selection, content organization, and revision remain core difficulties for learners, while GenAI tools are most effective when targeted to workshop and assignment modules and tailored by proficiency levels. The resulting pedagogical guidelines articulate principles for customizing and implementing GenAI-supported writing activities, highlight best practices for teacher facilitation and learner autonomy, and incorporate safeguards to ensure ethical and academic integrity. Overall, this research offers a replicable model for the adaptive integration of GenAI into EFL writing instruction and provides actionable insights for practitioners and platform developers in diverse educational contexts.