AI INTEGRATION IN FLIPPED EFL WRITING CLASSROOMS: LEARNERS’ PRACTICES AND PEDAGOGICAL IMPLICATIONS IN THE MOROCCAN CONTEXT
Keywords:
flipped classroom, artificial intelligence, EFL writing, language institution, academic integrityAbstract
This study investigates the integration of artificial intelligence (AI) tools in flipped classroom pedagogy and its implications for English as a Foreign Language (EFL) writing instruction in a Moroccan language institution. A total of 630 intermediate-level EFL learners responded to a survey combining quantitative and qualitative components. The survey examined students’ frequency and purposes of AI use, perceived benefits, and concerns related to writing tasks within flipped learning environments. Findings reveal that nearly all respondents reported using AI in some form, primarily for idea generation, grammar correction, vocabulary development, and content organization. While respondents acknowledged the usefulness of AI in enhancing writing quality and supporting task completion, they also expressed concerns about overdependence, diminished authenticity reduced critical thinking, and ethical uncertainties. Thematic analysis of open-ended responses, from the survey, highlighted a strong need for teacher guidance and institutional training on ethical and effective AI use. The study concludes that AI integration in flipped EFL writing instruction poses opportunities and challenges: it can foster learner autonomy and improve writing outcomes, but it also risks undermining originality and academic integrity if not properly scaffolded. Pedagogical implications are discussed, emphasizing the importance of AI literacy, ethical guidelines, and teacher support to ensure responsible adoption of AI in technology-enhanced language education.
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