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- NewsEdSurge22 Jul 2026
What Does AI Cost When We Skip the Work?
This EdSurge podcast episode discusses the enduring value of a college degree and writing skills in the age of AI, featuring guests who argue that the benefits of these experiences—such as personal growth and deep learning—cannot be replicated by artificial intelligence.
Original abstract
<p>Every few months, another headline declares the college degree dead. <strong>This Week with EdSurge</strong> examines what still holds up when artificial intelligence moves fast, through two guests who are both defending something slow against something fast.</p><h2>A Four Year Degree in the Age of AI</h2><p><a href="https://www.edsurge.com/author/rita-finkel--9b5e61f9-c70d-441e-b13a-0c1a116d3d60"><u>Rita Finkel</u></a>, co-president of the Armory Foundation and director of the Armory College Prep program, argues that a college degree was never just about a technical skill. She says the data tells a different story than the headlines suggest, and that the value of a degree comes from something artificial intelligence cannot replicate.</p><h2>The Fourth Essay</h2><p><a href="https://www.edsurge.com/author/cobretti-williams"><u>Cobretti Williams</u></a> of the <strong>EdSurge</strong> Voices of Change Fellowship makes a similar case for writing. He talks about the beauty in imperfection, and how a fellow's fourth essay reads nothing like the first, growth that only comes from doing the work yourself.</p><p><a href="https://www.edsurge.com/podcasts"><u>Listen to the episode</u></a>.</p><h2>Stories Mentioned in This Episode</h2><p><a href="https://www.edsurge.com/news/2026-05-28-why-college-degrees-matter-in-the-age-of-ai"><u>Why College Degrees Matter in the Age of AI</u></a></p><p>by Rita Finkel</p><p><a href="https://www.edsurge.com/collections/edsurge-voices-of-change-writing-fellowship"><u>EdSurge Voices of Change Writing Fellowship</u></a></p><p>by EdSurge</p><p><strong>This Week with EdSurge</strong> is a weekly podcast from <strong>EdSurge</strong>. Subscribe to the <a href="https://www.edsurge.com/newsletters"><u>EdSurge newsletters</u></a> for more news and analysis on education and technology.</p><p> </p>
- 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 for AI-assisted writing in ELT classrooms, drawing on Systemic Functional Linguistics and Genre Theory. Students use these four elements to design AI prompts and to evaluate and revise AI-generated texts, ensuring they meet reader needs. The article explains the theoretical basis, provides classroom examples, and discusses implementation challenges.
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.
- PaperLanguage Teaching Research9 Jul 2026
Exploring Teacher Agency in Conducting Peer Feedback Activities in English-as-a-Foreign-Language Writing: An Ecological Perspective
Yao Lu, Ying Gao, Tiantian Xu
Two EFL writing teachers exhibited contrasting patterns of agency in conducting peer feedback activities, with a novice teacher shifting from proactive to constrained agency and an experienced teacher moving from automatic to autonomous agency, shaped by temporal affordances and constraints linked to individual and contextual factors. The findings highlight the need for tailored support to enhance teacher agency in facilitating peer feedback.
Original abstract
Although the learning benefits of peer feedback in English-as-a-foreign-language writing instruction have been well recognized, the process and effects of peer feedback are largely reliant on teacher agency in conducting such activities. However, inadequate research has been conducted on this issue, leaving the dynamic features and causes of teacher agency in peer feedback largely unknown. Drawing on an ecological perspective, this comparative case study examined how two English-as-a-foreign-language teachers from two universities enacted agency in organizing peer feedback activities in their writing instructions. Multiple data including classroom observation, interviews and relevant teaching documents were collected and coded for themes. The study revealed that both teachers exerted dynamic agency in creating peer feedback experiences for students, but showed considerable differences before, during and after peer feedback. Overall, the novice teacher shifted from showing proactive agency to constrained agency, whereas the experienced teacher moved from demonstrating automatic agency to autonomous agency. This stark contrast was shaped by the synergism of different temporal affordances and constraints in relation to individual and contextual factors. The study highlights the need to provide tailored support to enhance teacher agency in dealing with possible challenges in facilitating students’ experiences with peer feedback.
- PaperLanguage Teaching26 Mar 2026
Research into practice: Collaborative writing in L2 contexts
Yao Zheng, Zhenhao Cao, Shulin Yu
This paper analyzes the alignment between research on collaborative writing in L2 contexts and its practical application, identifying areas of successful implementation, insufficient uptake, and under-researched practical concerns. It offers implications for teachers and researchers to bridge the research-practice gap, focusing on activity types, grouping strategies, computer-mediated writing, student interactions, emotional experiences, long-term effects, feedback, individual development, and pre-writing training.
Original abstract
To shed light on the dynamic interplay between collaborative writing research and its application in L2 contexts, this paper discusses three critical relationships. The first relationship focuses on research findings that have been reasonably well applied in practice, highlighting areas such as activity types and grouping strategies in collaborative writing, computer-mediated collaborative writing, and the impact of collaborative writing activities on student writing performance. The second relationship examines areas where research findings have not been sufficiently applied in practice, including the quality of student interactions, the emotional experiences of students during collaborative writing, and the long-term effects of collaborative writing on individual writing development. The last relationship identifies issues that are under-represented in research but are crucial in practice, such as feedback and evaluation practices, individual learner development, and pre-writing training in collaborative writing. For the second and third relationships, marked by mismatches between research and practice, implications are drawn to help teachers apply research insights and encourage researchers to address practical priorities. In conclusion, the paper provides suggestions to address each of the relationships to strengthen the research-practice link.