Résumés
Abstract
This study investigated the impact of generative artificial intelligence (GenAI) supported by blended instruction on the argumentative writing skills of first-year students in an English as a foreign language (EFL) teacher education program in a state university in Türkiye. The study was designed as a qualitative case study supported by quantitative data. The study involved nine English language teaching students who initially received traditional academic writing instruction. They completed a pre-test. They participated in a 4-week online writing course integrating GenAI tools within a blended learning environment. Data were collected through pre- and post-tests as well as semi-structured interviews and analyzed using thematic analysis. Findings indicate that GenAI contributed to key stages of the writing process, particularly in idea generation, text organization, argument development, and critical thinking. Participants reported increased confidence and engagement, benefiting from immediate, personalized feedback and flexible learning opportunities. However, concerns regarding reliability and overdependence also emerged. The study suggests that with proper teacher guidance, GenAI can function as a pedagogical scaffold in blended academic writing instruction, supporting learners’ higher-order thinking and autonomy. These insights contribute to understanding how emerging AI technologies can be effectively integrated into EFL contexts to enhance complex writing skills.
Keywords:
- generative artificial intelligence,
- blended learning,
- argumentative writing,
- critical thinking,
- English as a foreign language,
- academic writing instruction,
- open and distance learning
Parties annexes
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