Teaching Writing Skills Using Generative AI: The Paradox of Adoption and Resistance Among Language Educators

Abstract

The professional identity of language educators has been significantly influenced by the integration of generative AI tools in teaching writing skills and processes. These tools have, to some extent, assumed roles traditionally held by teachers. This study explores the paradox of adoption and resistance among language educators regarding the use of generative AI in writing instruction. Adopting a quantitative, descriptive-analytical approach, the study utilized a tripartite rubric (adoption, neutrality, resistance) to examine teachers’ attitudes across four AI-mediated writing stages: pre-writing, drafting/ initial writing, revising/editing, and publishing/feedback reception. In order to explore language educators' alignment with the dynamics of adoption, neutrality, and resistance, a total of 340 Arabic and English language teachers from secondary schools in Saudi Arabia participated in the study. Findings indicate that language educators demonstrated a neutral stance toward AI integration in the pre-writing and publishing/feedback reception stages, where AI serves as a supportive rather than a generative tool. This suggests that educators perceive AI as a facilitator in organizing ideas and refining final drafts without undermining their instructional role. Conversely, strong resistance emerged in the drafting/ initial writing and revising/editing stages, where AI directly engages in text production and modification. This reflects educators' concerns about diminished student engagement in writing development and the potential erosion of their professional role. Additionally, these findings reveal teachers’ concerns about how AI might alter their role in teaching writing and their doubts about students’ ability to use these tools responsibly. While adoption was present across all writing stages, it remained marginal, consistently overshadowed by neutrality or resistance. This suggests that, despite some recognition of AI’s potential, most educators remain hesitant to fully embrace it.