Scaffold ED AI: Harnessing AI Platforms for Scaffolding Academic Writing in Secondary and Tertiary ESL Classroom

The rapid integration of Artificial Intelligence (AI) in education has created opportunities to reimagine language learning and academic writing support. This study introduces ScaffoldED AI, an innovative teaching strategy integrating scaffolding steps into AI-assisted writing. Unlike general-purpose AI applications, ScaffoldED AI is grounded in Vygotsky’s Sociocultural Theory and the Flower and Hayes Cognitive Process Model, positioning AI as both a mediational aid within the Zone of Proximal Development and a cognitive partner in managing the complex processes of planning, translating, and reviewing ideas. ScaffoldED AI supports learners through structured prompts, adaptive feedback, and guided planning strategies, implemented via platforms such as ChatGPT, Gamma, and Canva. These features help reduce cognitive load, generate ideas, and sustain writing momentum. Its relevance to language education lies in addressing common challenges in academic writing, such as organisation, linguistic confidence, and writing-related anxiety, while fostering long-term development of academic literacy skills. The study was conducted with both tertiary and secondary ESL students, capturing perspectives across different stages of language learning. A Google Form survey revealed that learners reported significant benefits, including reduced writing anxiety, enhanced efficiency and increased confidence in producing written work. At the same time, concerns were raised regarding over-reliance and ethical use, highlighting the importance of responsible integration and clear guidelines. The study concludes that ScaffoldED AI can serve as a pedagogical ally in secondary and higher education, empowering learners with greater autonomy, reducing barriers to effective writing, and enriching teaching practices

Artificial Intelligence (AI); Academic Writing

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