THE ROLE OF TEACHER SCAFFOLDING IN AI-ASSISTED EFL WRITING INSTRUCTION

Abstract

The growing use of artificial intelligence (AI) in English as a Foreign Language (EFL) education has created new opportunities for supporting students’ academic writing. AI-powered tools can provide immediate feedback, suggest vocabulary alternatives, and help learners identify grammatical and organisational problems. However, the effective integration of these tools requires more than technological access. Teachers play a crucial role in helping students interpret AI-generated suggestions, maintain their own ideas, and use digital resources responsibly. This paper explores the role of teacher scaffolding in AI-assisted EFL writing instruction through a conceptual analysis of relevant literature. It examines how structured guidance, modelling, guided practice, and reflective activities may help learners engage more critically with AI-generated feedback. The paper proposes a four-stage instructional approach consisting of teacher modelling, guided evaluation of AI suggestions, independent revision with appropriate support, and reflective assessment. Particular attention is given to maintaining the balance between technological assistance and the development of learners’ writing competence. The discussion suggests that teacher scaffolding can provide an important pedagogical foundation for integrating AI into writing instruction without replacing human judgement or teacher–learner interaction. The proposed approach may inform the design of AI-assisted writing activities in higher education EFL contexts, including Uzbekistan. Further empirical research is required to assess its effectiveness in classroom practice.