AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review
This systematic literature review examines how artificial intelligence (AI)-integrated tools are being used to scaffold writing instruction for K-12 English as a Foreign Language (EFL) students, with a particular focus on preserving student agency and creativity. Drawing from sociocultural and cogni...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-06-01
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| Series: | Information |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2078-2489/16/7/519 |
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| Summary: | This systematic literature review examines how artificial intelligence (AI)-integrated tools are being used to scaffold writing instruction for K-12 English as a Foreign Language (EFL) students, with a particular focus on preserving student agency and creativity. Drawing from sociocultural and cognitive theories of writing, this study synthesizes findings from 14 peer-reviewed empirical studies published between 2018 and 2024. Studies were analyzed using a thematic synthesis approach to identify how AI tools function as cognitive supports, creative collaborators, and language enhancement systems. The results reveal that AI tools, when implemented thoughtfully, can reduce cognitive load, foster ideation, and support self-regulated learning without undermining student autonomy. Three major categories of AI scaffolding emerged, i.e., cognitive support tools (e.g., grammar correction, idea organization), creative support systems (e.g., story generation, narrative feedback), and language enhancement tools (e.g., vocabulary expansion, stylistic refinement). Key themes include the importance of balancing AI support with student decision making, aligning tool use with theoretical models, and ensuring equitable access. Limitations in the current literature include short-term study durations, a lack of standardized metrics for creativity and agency, and the predominance of research in EFL contexts. Future research should expand on ESL settings, adopt rigorous methodologies, and explore long-term impacts on writing development. |
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| ISSN: | 2078-2489 |