ArticleFrontiers in psychology2026
English teachers' perceptions of AI-supported writing instruction: implications for professional development.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
The increasing adoption of artificial intelligence (AI) in English writing instruction has drawn growing attention to teachers' perceptions of AI-supported writing instruction (TPAI) in classroom contexts. However, existing research has predominantly focused on technological affordances and student outcomes, offering limited insight into teachers' instructional agency (IA) and professional support needs. This study aims to examine how English TPAI influences the pedagogical integration of AI-supported writing instruction (PIAI), with particular emphasis on the roles of IA and professional development (PD), as well as the moderating effect of institutional and ethical support (IES). A quantitative research design was employed using survey data collected from English teachers in formal educational institutions. Partial least squares structural equation modeling (PLS-SEM) was applied to test the hypothesized relationships among TPAI, IA, PD, IES, and PIAI. The results show that TPAI significantly enhances IA (
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