Môže umelá inteligencia podporiť výučbu písania v triedach EFL? Prípadová štúdia žiakov a učiteľov 4. – 8. ročníka základnej školy
Can AI Support the Teaching of Writing in EFL Classrooms? A Case Study of Primary School Learners and Teachers in Grades 4–8

Summary/Abstract: This article seeks to demonstrate that writing, widely regarded by primary school learners as the most challenging and unpopular language skill, can be effectively reimagined through the integration of modern digital tools. Within the context of English as a Foreign Language (EFL) instruction, the teaching of writing has often remained traditional, relying on methods that no longer resonate with today’s learners. In an era increasingly defined by technological fluency, it is essential to align pedagogical strategies with the digital competencies of 21st-century students. These learners are not only proficient in navigating digital environments such as social media platforms and online content but also express a clear preference for engaging with educational material through technology-enhanced learning. This paper argues that Artificial Intelligence (AI), particularly in the form of language-based tools such as chatbots and text generators, holds significant potential to reshape writing instruction in primary classrooms. By integrating AI in a structured and pedagogically sound manner, educators may enhance student motivation, reduce writing anxiety, and foster creativity and linguistic competence. The article draws upon data collected from both students and teachers to explore attitudes toward writing and evaluates how AI tools might support and transform traditional writing pedagogy in EFL settings.

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