• The Active Learning-GenAI Syne...

*Result*: The Active Learning-GenAI Synergy Framework: Ethical Integration of Generative AI in EFL/ESL Writing in Resource-Constrained Contexts.

Title:
The Active Learning-GenAI Synergy Framework: Ethical Integration of Generative AI in EFL/ESL Writing in Resource-Constrained Contexts.
Authors:
Rashid S; Linguistics and Translation, Prince Sultan University, Riyadh, Saudi Arabia., Malik S; Department of English, Bahauddin Zakariya University, Multan, Punjab, Pakistan., Ghauri F; Department of English, Bahauddin Zakariya University, Multan, Punjab, Pakistan.
Source:
F1000Research [F1000Res] 2026 Mar 03; Vol. 14, pp. 1210. Date of Electronic Publication: 2026 Mar 03 (Print Publication: 2025).
Publication Type:
Journal Article
Language:
English
Journal Info:
Publisher: F1000 Research Ltd Country of Publication: England NLM ID: 101594320 Publication Model: eCollection Cited Medium: Internet ISSN: 2046-1402 (Electronic) Linking ISSN: 20461402 NLM ISO Abbreviation: F1000Res Subsets: MEDLINE
Imprint Name(s):
Original Publication: London : F1000 Research Ltd
MeSH Terms:
Problem-Based Learning*/methods , Problem-Based Learning*/ethics , Writing* , Artificial Intelligence* , Language*, Humans ; Female ; Male ; Pakistan ; Young Adult ; Students
Contributed Indexing:
Keywords: Academic Integrity; Active Learning; Cognitive Partnerships; EFL Writing; Educational Technology; Generative AI; Higher Education
Entry Date(s):
Date Created: 20260309 Date Completed: 20260309 Latest Revision: 20260309
Update Code:
20260310
PubMed Central ID:
PMC12961280
DOI:
10.12688/f1000research.171435.2
PMID:
41799899
Database:
MEDLINE

*Further Information*

*Purpose: This mixed-methods action research study investigates the integration of ethically designed generative AI tools as catalysts for active learning in English as Foreign Language (EFL) writing instruction. The research is situated within resource-constrained higher education contexts and is grounded in Kolb's experiential learning theory and active learning principles.
Design/methodology: The study employed a quasi-experimental design involving 148 undergraduate students from Bahauddin Zakariya University, Pakistan. Over a 15-week intervention, an experimental group utilized AI tools (ChatGPT, Claude AI, Meta AI, and Canva) within a cognitive partnership model, while a control group received traditional teacher-centered instruction. Quantitative data on writing performance was supplemented by qualitative data from semi-structured interviews to capture student experiences and the development of ethical awareness.
Findings: Quantitative results show the experimental group achieved statistically significant improvements in writing performance (Z = -6.325, p < .001) compared to modest gains in the control group (Z = -2.128, p = 0.033), with notable skill progression emerging after 6-8 weeks. Qualitative analysis revealed that AI tools successfully functioned as cognitive partners, metacognitive mirrors, and equity tools. A strong majority of participants (79.7%) expressed positive views about AI integration, with 86% indicating intentions for continued use.
Originality/value: The paper provides a practical model for embedding AI tools in collaborative-learning settings while upholding academic integrity through a disciplined process of ethical reflection. The findings challenge the presumption that technology alone drives educational improvement, demonstrating instead that it is the pedagogical structures mediating AI interaction that determine an effective and ethical educational process.
(Copyright: © 2026 Rashid S et al.)*

*No competing interests were disclosed.*