AI as a Pedagogical Scaffold: Enhancing English as a Foreign Language Argumentative Writing and Critical Thinking in a Distributed Learning Environment

İrem Sağ; Buket Kip-Kayabaş

doi:10.19173/irrodl.v27i2.9499

Authors

İrem Sağ Graduate School of Education, Open and Distance Learning Department, Anadolu University, Eskişehir, Türkiye https://orcid.org/0009-0000-0488-2256
Buket Kip-Kayabaş Lifelong Learning and Adult Education Department, Faculty of Education, Anadolu University, Eskişehir, Türkiye https://orcid.org/0000-0002-3045-0454

DOI:

https://doi.org/10.19173/irrodl.v27i2.9499

Keywords:

generative artificial intelligence, blended learning, argumentative writing, critical thinking, English as a foreign language, academic writing instruction, open and distance learning

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.

Author Biographies

İrem Sağ, Graduate School of Education, Open and Distance Learning Department, Anadolu University, Eskişehir, Türkiye

İrem Sağ is a PhD candidate in Distance Education at Anadolu University, Türkiye. She holds a master’s degree in Distance Education and a bachelor’s degree in English Language Teaching, both from Anadolu University, Türkiye. She currently works as an English language teacher at TED Eskişehir College. Her research interests include distance education, generative artificial intelligence in education, language education, educational technologies, instructional design, and digital learning.

Buket Kip-Kayabaş, Lifelong Learning and Adult Education Department, Faculty of Education, Anadolu University, Eskişehir, Türkiye

Dr. Buket Kip-Kayabaş is an Associate Professor in the Department of Lifelong Learning and Adult Education at Anadolu University. She received her bachelor's degree in Computer Education and Instructional Technology and earned both her master's and Ph.D. degrees in Distance Education from the same institution. With a distinguished tenure of 25 years at Anadolu University, she is the founding director of the e-Certificate Programs, one of the most comprehensive lifelong learning initiatives in Türkiye. Currently, she serves as the Vice Director of the Continuing Education Application and Research Center, where she oversees the management of more than 150 micro-credential programs. Her primary research interests focus on lifelong learning, open and distance learning, open educational resources, artificial intelligence applications in education, and augmented and virtual reality technologies.

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