systemic-functional-linguistics
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- PaperTESOL Journal21 Jul 2026
Purpose, Audience, Context, and Culture: A Framework for AI ‐Assisted Writing in ELT Classrooms
Flora D. Floris, Willy A. Renandya
The PACC framework (Purpose, Audience, Context, Culture) is proposed as a conceptual model for AI-assisted writing in ELT. Grounded in Systemic Functional Linguistics and Genre Theory, it guides students in designing AI prompts and evaluating AI-generated texts. The framework offers a practical approach for teachers to integrate AI tools into writing instruction while maintaining focus on communicative goals.
Original abstract
Artificial intelligence (AI) tools can help students draft and revise texts more efficiently. However, AI‐generated texts may sound fluent but still fail to meet the needs of readers. This article proposes the PACC framework as a conceptual model for AI‐assisted writing in ELT. Informed by Systemic Functional Linguistics and Genre Theory, PACC focuses on four elements: purpose, audience, context, and culture. Students use these elements to design AI prompts and to evaluate and revise the AI‐generated text. This article explains the theoretical basis of the framework, shows how it can be applied in writing lessons, presents an integrated classroom example, and discusses possible implementation challenges. The PACC framework contributes to ELT writing instruction by giving teachers and students a practical and meaningful way when preparing AI prompts and when reviewing AI‐generated texts.
- PaperTESOL Quarterly16 Jul 2026
Fostering Fine‐Tuned Prompt Literacy for Multimodal Writing: A Systemic Functional Linguistics‐Informed Framework
Xiao Tan, Chaoran Wang, Ruonan Zhao
A pedagogical framework informed by Systemic Functional Linguistics (SFL) is introduced to develop fine-tuned prompt literacy for GenAI-assisted multimodal writing. Research on ESL students' photo essay creation shows that separating instruction on multimodal and GenAI literacies hinders intentional and rhetorically effective resource creation, while the SFL-based framework guides students in designing prompts using ideational, interpersonal, and textual metafunctions.
Original abstract
The rise of GenAI‐powered image generation tools presents new opportunities for English learners to engage in digital multimodal composing (DMC) in both creative and critical ways. At the same time, it calls for a reconceptualization of DMC pedagogy in language education. In this article, we build on the concept of fine‐tuned prompt literacy (Kang & Yi, 2023) in the context of GenAI‐assisted multimodal writing and introduce a pedagogical framework informed by Systemic Functional Linguistics (SFL) to support its development and implementation. We conceptualize fine‐tuned prompt literacy at the intersection of multimodal literacy and GenAI literacy, emphasizing the need for students to envision meaningful GenAI outcomes and engage with GenAI tools critically and strategically. Drawing on our research on ESL students' photo essay creation with GenAI image generators, we show that separating instruction on multimodal and GenAI literacies may hinder students' process of creating multimodal resources in an intentional and rhetorically effective way. To address this gap, we present an SFL‐informed framework that guides students in designing prompts based on the ideational, interpersonal, and textual metafunctions. Teaching observation and students' writing from a first‐year ESL writing course illustrates the framework's potential to enhance GenAI‐integrated DMC instruction. This brief report offers both theoretical insights and practical strategies for teaching multimodal writing in the era of GenAI.