Exploring Artificial Intelligence as a Scaffold for Academic Writing Development Among EFL University Students: A Case Study at ESEFB, Morocco

Abstract

The growing integration of Artificial Intelligence (AI) tools in higher education has sparked increasing interest in their pedagogical potential, particularly in English as a Foreign Language (EFL) contexts. Within academic writing instruction, AI applications are frequently used for idea generation, language correction, structural organization, and revision support. Drawing on Vygotsky’s sociocultural theory and the concept of scaffolding, this study investigates whether Artificial Intelligence can function as an effective scaffold for the development of academic writing skills among EFL university students at ESEFB, Morocco. The research adopts a mixed-methods design, combining pre- and post-writing assessments evaluated through an analytic rubric with student perception questionnaires. The instructional intervention involved guided and structured use of AI-assisted writing tools to promote critical engagement rather than passive dependence. The findings indicate noticeable improvement in students’ organization, coherence, lexical choice, and grammatical accuracy. Participants also reported increased confidence and greater awareness of academic conventions. AI appeared to provide immediate, individualized feedback that supported learners within their Zone of Proximal Development, thereby enhancing writing performance and fostering learner autonomy. Nevertheless, concerns related to overreliance and diminished critical reflection were also observed. The study concludes that AI can serve as a valuable pedagogical scaffold in EFL academic writing when integrated within a carefully designed instructional framework. Implications for teaching practice and AI integration in Moroccan higher education are discussed.