LOW-STAKES WRITING AS A PEDAGOGICAL STRATEGY TO MITIGATE AI OVERRELIANCE IN EFL WRITING: A QUALITATIVE STUDY

نویسندگان

  • Atimade Chankob Doctor of Education, Language and Society Research Laboratory, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra, Morocco
  • Aziz El Ghouati Doctor of Education, Associate Professor, Language and Society Research Laboratory, Faculty of Languages, Letters, and Arts, Ibn Tofail University, Kenitra, Morocco

DOI:

https://doi.org/10.46827/ejes.v13i9.7024

کلمات کلیدی:

low-stakes writing, artificial intelligence, AI over-reliance, learner agency, qualitative study

چکیده

The increasing availability of AI-assisted writing tools has raised important pedagogical questions regarding student overreliance on AI and its potential impact on independent thinking and writing development in EFL contexts. This qualitative study explores Moroccan EFL students’ perceptions of low-stakes writing as an AI-responsive pedagogical approach. That said, how low-stakes writing can function as a pedagogical tool for reducing AI overreliance in EFL classrooms. Low-stakes writing tasks were designed to emphasize idea generation, reflection, and meaning-making rather than accuracy or polished output. This investigation was guided by semi-structured interviews, reflective writing samples, and focus group discussions. A qualitative study was conducted with purposive sampling of 20 EFL University students at Ibn Tofail University. The findings were organized into 3 thematic areas: (1) low-stakes writing Reduced Writing Anxiety and Increased Willingness to Write, (2) Development of Learner Agency, and (3) Selective and Reflective Use of AI Tools. The study reveals that low-stakes writing can strengthen learner agency and encourage reflective, ethical engagement with AI in EFL writing instruction, especially as students reported using AI tools more selectively, primarily for language refinement and feedback after drafting, rather than as a substitute for thinking or authorship. This highlights the need for educators to design AI-responsive pedagogies that balance technological support with the cultivation of higher-order writing skills.

بیوگرافی نویسندگان

  • Atimade Chankob، Doctor of Education, Language and Society Research Laboratory, Faculty of Languages, Letters and Arts, Ibn Tofail University, Kenitra, Morocco

    Dr. Atimade Chankob is a graduate teaching assistant at the Faculty of Languages, Letters and Arts (FLLA), Ibn Tofail University (ITU), Kenitra, Morocco, and a member of the Language and Society Research Laboratory. Her research specializes in experiential learning as an immersive pedagogical framework for enhancing receptive and productive vocabulary development in EFL contexts, with a particular focus on Moroccan higher education.

  • Aziz El Ghouati، Doctor of Education, Associate Professor, Language and Society Research Laboratory, Faculty of Languages, Letters, and Arts, Ibn Tofail University, Kenitra, Morocco

    Dr. Aziz El Ghouati is an Associate Professor at the Faculty of Languages, Letters, and Arts at Ibn Tofail University in Kenitra. His academic career is marked by sustained engagement in research, professional development, and pedagogical innovation, with particular emphasis on soft skills development, ICT integration in education, applied linguistics, and research methodology. In addition to his research output, Dr. El Ghouati serves as a reviewer for numerous scholarly journals, contributing to the enhancement of academic quality and knowledge dissemination within his areas of expertise. Dr. El Ghouati is an active member of the Language and Society Laboratory at FLLA, Ibn Tofail University, where he is involved in collaborative research projects and academic initiatives.

مراجع

Alhazmi, A. A., & Elamin, M. I. (2023). The effectiveness of writing circles strategy in developing academic writing skills in EFL classrooms. Journal of Language Teaching and Research, 14(3), 610–619. https://doi.org/10.17507/jltr.1403.08

Alwasidi, M. A., & Al-Khalifah, K. S. (2025). Assessing the impact of ChatGPT on EFL students’ writing productivity and proficiency. Journal of Language Teaching and Research, 16(3), 986–995. https://doi.org/10.17507/jltr.1603.29

Amoush, K. H., & Alhosban, A. A. (2025). Mastering EFL writing with ChatGPT: A systematic review of benefits, challenges, and best practices. Theory and Practice in Language Studies, 15(8), 2576–2583. https://doi.org/10.17507/tpls.1508.14

Begum, M. (2025). Learner autonomy at tertiary-level English classrooms in Bangladesh: Teachers’ beliefs and practices. TESOL Bangladesh Journal, 59–92. https://doi.org/10.69907/tbj.v2i1.86

Chankob, A. (2026). Creative catalyst or cognitive crutch? Moroccan EFL university students’ perceptions of AI in guided reading. International Journal of Linguistics, Literature and Translation, 9(1), 52–62. https://doi.org/10.32996/ijllt.2026.9.1.5

Clark, I. (2024). Writing to learn: Engaging deeply with course material [Student editorial No. 1]. InSight: A Journal of Scholarly Teaching, 19. https://doi.org/10.46504/19202400scl

Delfira, E., Asbar, A., Jabri, U., & Ismail, I. (2025). Nurturing writing confidence: A case study on the effects of free writing in an EFL classroom. Jurnal Onoma: Pendidikan, Bahasa dan Sastra, 11(2), 1566–1579. https://doi.org/10.30605/onoma.v11i2.5653

Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. https://doi.org/10.2307/356600

Freitas, K. (2022). Low-stakes writing in an active-learning classroom needs focus and feedback to be effective. The Journal of Economic Education, 53(3), 321–334. https://doi.org/10.1080/00220485.2022.2075505

Ibrahim, K., & Kirkpatrick, R. J. (2024). Potentials and implications of ChatGPT for ESL writing instruction. The International Review of Research in Open and Distributed Learning, 25(3), 394–409. https://doi.org/10.19173/irrodl.v25i3.7820

Ismail, R., & Mustafa, W. A. (2025). Pedagogical strategies for enhancing English writing proficiency among ESL learners: A systematic review. International Journal of Modern Education (IJMOE), 7(25), 176–195. https://doi.org/10.35631/ijmoe.725013

Lee, Y.-J. (2024). Can my writing be polished further? When ChatGPT meets human touch. https://doi.org/10.1093/elt/ccae039

Li, M., & Wilson, J. (2025). AI-integrated scaffolding to enhance agency and creativity in K–12 English language learners: A systematic review. Information, 16(7), 519. https://doi.org/10.3390/info16070519

Mansooji, H., Ghaleshahzari, A., & Javid, M. (2022). EFL learner autonomy: Iranian university instructors’ beliefs vs. actual practices. Mediterranean Journal of Educational Research, 46(1), 1–16. https://doi.org/10.61871/mj.v46n1-4

Moussa, A., & Belhiah, H. (2024). Beyond syntax: Exploring Moroccan undergraduates’ experiences with AI-assisted writing. Arab World English Journal. https://doi.org/10.24093/awej/chatgpt.9

Muborak, K. (2019). Low-stakes writing: From activities to assignments. International Journal of Research, 6, 1012–1013.

Na, I., Duris, M., & Hegelheimer, V. (2025). ChatGPT in ESL writing: L2 learners’ practices and perspectives (pp. 55–79). https://doi.org/10.31274/isudp.2025.211.04

Ndlovu, S. L. (2024). The responsiveness of higher education to artificial intelligence: A review of curriculum, teaching, and ethical considerations. In Proceedings of The Focus Conference (TFC 2024) (pp. 502–515). Atlantis Press. https://doi.org/10.2991/978-94-6463-630-7_27

Neshkovska, S. (2025). The merits and risks of AI-assisted academic writing: Insights from current research. ELOPE, 22(1), 55–68. https://doi.org/10.4312/elope.22.1.55-68

Nguyễn, H. H. (2025). ChatGPT-assisted language learning: Effects on Vietnamese English majors’ writing skills and motivation. The JALT CALL Journal, 21(2), Article 102429. https://doi.org/10.29140/jaltcall.v21n2.102429

Pavlik, J. V. (2023). Collaborating with ChatGPT: Considering the implications of generative artificial intelligence for journalism and media education. Journalism & Mass Communication Educator, 78(1), 84–93. https://doi.org/10.1177/10776958221149577

Ruegg, R. (2023). Learner autonomy and writing. In Learner autonomy (pp. 101–113). https://doi.org/10.29140/9781914291159-8

Sumakul, D. T. Y. G., Hamied, F. A., & Sukyadi, D. (2022). Artificial Intelligence in EFL Classrooms: Friend or Foe?. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232–256. retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/256723

Thao, L. T., & Hong, H. (2024). Empowering language learners. FOSTER Journal of English Language Teaching, 5(2), 90–101. https://doi.org/10.24256/foster-jelt.v5i2.163

Thorp, H. (2023). ChatGPT is fun, but not an author. Science, 379(6630), 313. https://doi.org/10.1126/science.adg7879

UNESCO. (2025). Guidance for generative AI in education and research: A human-centered approach. UNESCO. https://doi.org/10.54675/EWZM9535

Warschauer, M. (2023). The affordances and contradictions of AI-generated text for writers of English as a second or foreign language. Journal of Second Language Writing, 62, 101071. https://doi.org/10.1016/j.jslw.2023.101071

Wilson, S. (2024). Write without worry: Creating community in the college classroom through low-stakes writing. Proceedings of the H-Net Teaching Conference, 2, 51–56. https://doi.org/10.33823/phtc.v2i1.228

Yeo, M. (2023). Academic integrity in the age of artificial intelligence authoring apps. TESOL Journal. https://doi.org/10.1002/tesj.716

Zhang, D., Tan, J. T. A., & Roy, S. S. (2023). A systematic review of interventions improving university students’ EFL writing competence. International Journal of Learning, Teaching and Educational Research. https://doi.org/10.26803/ijlter.22.10.6

Zhang, H. (2025). An observational study on challenges of using AI tools in EFL writing. English Language Teaching, 18(9), 43. https://doi.org/10.5539/elt.v18n9p43

دانلودها

چاپ شده

2026-09-18

شماره

دوره 13 شماره 9 (2026)

نوع مقاله

Articles

مجوز

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).