Innovative Strategies and Feedback in EFL Writing Instruction in the Age of AI

The integration of artificial intelligence into educational settings has significantly altered writing instruction, particularly at universities where L2 students’ use of AI tools raises concerns about the originality of their work. This presentation examines creative strategies that can be utilized in courses with a writing component, in an era where the trustworthiness of traditional homework assignments (e.g., writing tasks) are becoming increasingly questioned. In this presentation, a variety of teaching strategies and tools will be introduced. One application with promising results is “Draftback,” a Google Docs extension, which provides a detailed record of students’ text composition. Functioning akin to a recorded sequence of writing actions, the application reconstructs document development, distinguishing gradual composition (word-to-word) from bulk insertions (copy/paste), thus revealing if students physically wrote their compositions. As for teaching strategies, adopting an approach centered on process-oriented assessment, such requiring reflective statements, places greater emphasis on analytical reasoning rather than the final product, thus alleviating dependence on AI. Beyond conventional “report by deadline” tasks, alternatives include real-time collaborative exercises, such as constructing a class wiki on intercultural themes, where students refine content collectively, using AI for initial ideas rather than full drafts. Moreover, collaborative activities such as a “writing relay” involves students sequentially extending a narrative in-class, emphasizing originality under supervision. Multimedia projects, like podcast scripts or video outlines, shift focus to planning and expression. Tailored for university EFL students with more structured learning preferences, such methods balance AI’s presence with educational goals. This presentation offers suggestions drawn from tried-and-tested, innovative practices, providing instructors with practical, contextually relevant techniques to reshape writing instruction for a technology-shifting landscape while upholding core pedagogical principles.