An inquiry-based model to support writing instruction in the context of GenAI

Within a university writing instruction context, GenAI is changing how writing is learnt, as the tools have positive impact potential by boosting learners’ motivation, automating instructional tasks, and offering instantaneous, personalized feedback. As a result, these are times of unprecedented opportunities and challenges. This is an exploratory qualitative case study on the potential of a four-stage inquiry and academic writing (IAW) model developed by the authors of this study to facilitate educators in two HEIs to work proactively and responsibly with GenAI tools in writing assessments with their students. The study involved 15 educators across business and education disciplines for supporting their students’ academic writing in the era of GenAI and introduced an IAW model as a practical support to their TLA approaches. Findings indicate educator concerns on GenAI impact on both students’ learning and confidence along with perceived advantages of this technology for writing instruction. The study contributes meaningfully to growing conversations about GenAI and writing instruction.