TEACHING WRITING THROUGH AI IN THE ARMENIAN CONTEXT

Abstract

This study investigates the integration of Artificial Intelligence (AI) tools in English writing instruction in Armenia, focusing on the practices, perceptions, and effectiveness of AI-assisted pedagogy among educators. The research focuses on Armenian English language educators and their instructional use of AI tools, with the main topic exploring the opportunities and challenges of implementing AI in writing classrooms. The study aims to explore teachers’ attitudes toward AI, the extent of its classroom use, and its pedagogical value in supporting writing development. A survey of 40 educators revealed that Grammarly (85%), ChatGPT (62%), and QuillBot (38%) are the most frequently used tools, primarily for grammar correction, plagiarism detection, and scaffolded writing model generation. While AI use is widespread outside the classroom, only 22% of teachers integrate it directly into lessons. To complement the survey, a pilot lesson at Eurasia International University examined AI-mediated writing instruction in practice. Students used ChatGPT, Grammarly, and QuillBot to generate and critique model paragraphs, resulting in increased engagement, faster revision cycles, higher metalinguistic awareness, and greater confidence in editing and paraphrasing. The results highlight the value of AI as a complementary pedagogical tool that enhances writing instruction when applied with teacher guidance, structured reflection, and critical evaluation. The study’s findings have practical significance for improving digital literacy, scaffolded writing practice, and curriculum-aligned AI integration in Armenian EFL education.