Responsive teacher agency in AI-enhanced writing instruction: An interpretative phenomenological study of EFL educators

Abstract

This interpretative phenomenological study explores how Indonesian EFL teach ers enact responsive agency when integrating artificial intelligence (AI) tools into writing instruction. Drawing on Molla and Nolan’s (2020) framework of responsive teacher agency, the study examines how four EFL teachers from diverse institutional contexts adapt AI tools to address student needs, navigate contextual constraints, engage in reflective collaboration, implement innovative practices, and promote equity. Using semi-structured interviews and a focus group discussion, the research reveals that responsive teacher agency manifests through AI-driven personalization of writing tasks, culturally responsive tool adaptation, reflective practice, creative integration of AI across writing stages, and efforts to ensure equitable access. While AI integration empowers teach ers to enhance instructional personalization, facilitate reflective teaching, and deepen teacher-student interactions, challenges emerge related to professional autonomy, standardization tensions, digital divides, and resource constraints. The findings suggest that meaningful AI integration in writing instruction depends not merely on technological availability but on teachers’ contextually sensitive decision-making and adaptive expertise. The study contributes to theoretical understandings of teacher agency in technologically enhanced environments and offers practical insights for EFL educators navigating the evolving This work is licensed under a Creative Commons Attribution 4.0 International License. landscape of AI-integrated writing instruction.