The G-U-I-D-E Framework: A Context-Based Approach to Responsible AI Use in L2 Writing

Abstract

The increasing use of generative artificial intelligence (AI) in education has transformed the dynamics of second-language writing instruction. While AI tools support idea development and provide language feedback, they also raise concerns about ethical use, academic integrity, and students’ overreliance on AI. To address these challenges, the G-U-I-D-E Framework was developed to promote the responsible AI use in writing. Grounded in pedagogical principles, the framework focuses on AI use, student and teacher roles, and ethical practices. Its core principles emphasize the ethical, transparent, purposeful, and responsible integration of AI into writing and the critical evaluation of AI-generated outputs. These principles aim to preserve students’ ownership of the writing process, foster AI and academic literacy and meaningful language learning in education.

Keywords

• AI framework
• AI policy in higher education
• AI and EFL writing instruction
• AI and ethics
• responsible AI use

G-U-I-D-E Çerçevesi: İkinci Dilde Yazma Sürecinde Yapay Zekânın Sorumlu Kullanımına Bağlamsal Bir Yaklaşım

Abstract

Üretken yapay zekânın eğitimde giderek artan kullanımı ikinci yabancı dilde yazma derslerinin dinamiklerini dönüştürmüştür. Yapay zeka araçları fikir geliştirme ve dil kullanımına yönelik geri bildirim konusunda destek sağlarken, etik kullanım, akademik dürüstlük ve öğrencilerin yapay zekaya aşırı bağımlılığı gibi sorunları da beraberinde getirmektedir. Bu nedenle yazma sürecinde yapay zekânın sorumlu kullanımını desteklemek amacıyla G-U-I-D-E Çerçevesi geliştirilmiştir. Pedagojik temellere dayanan bu çerçeve; yapay zekâ kullanım düzeyleri, öğrenci ve öğretmen rolleri ile sınıf içi etik uygulamalara odaklanmaktadır. Çerçevenin temel ilkeleri, yapay zekânın yazma sürecine etik, şeffaf, amaca uygun ve sorumlu biçimde entegre edilmesi ile üretilen çıktıların eleştirel olarak değerlendirilmesidir. Bu ilkeler, öğrencinin yazma sürecindeki sahipliğini korumayı, yapay zekâ ve akademik okuryazarlığı geliştirmeyi ve anlamlı dil öğrenimini desteklemeyi amaçlar.

Keywords

• Yapay zeka çerçevesi
• yüksek öğretimde yapay zeka politikaları
• yapay zeka ve yabancı dilde yazma öğretimi
• yapay zeka ve etik
• sorumlu yapay zeka kullanımı

References

1. Abdelhalim, S. M., Alsahil, A. A., Baek, C., & Warschauer, M. (2025). University EFL instructors’ engagement with generative AI: A cross-cultural analysis. System, 135. https://doi.org/10.1016/j.system.2025.103861
2. Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429. https://doi.org/10.30935/cedtech/13152
3. Alyami, A., Alotaibi, S., & Khan, W. (2025). Saudi EFL learners’ perceptions of using artificial intelligence and its impact on their writing skills. Arab World English Journal (AWEJ), 16(1), 349–365. https://dx.doi.org/10.24093/awej/vol16no1.22
4. Azennoud, A. (2024). Enhancing writing accuracy and complexity through AI-Assisted tools among Moroccan EFL University learners. International Journal of Linguistics and Translation Studies, 5(4), 211–226. https://doi.org/10.36892/ijlts.v5i4.529
5. Deep, P. D., & Chen, Y. (2025). The role of AI in academic writing: Impacts on writing skills, critical thinking, and integrity in higher education. Societies, 15(9), 247. https://doi.org/10.3390/soc15090247
6. Escalante, J., Pack, A. & Barrett, A. (2023). AI-generated feedback on writing: insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(57). https://doi.org/10.1186/s41239-023-00425-2
7. Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gašević, D. (2025). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. British Journal of Educational Technology, 56, 489–530. https://doi.org/10.1111/bjet.13544
8. Gustilo, L., Ong, E., & Lapinid, M. R. (2024). Algorithmically-driven writing and academic integrity: Exploring educators’ practices, perceptions, and policies in the AI era. International Journal for Educational Integrity, 20(3). https://doi.org/10.1007/s40979-024-00153-8

9. Hyland, K. (2019). Second language writing (2nd ed.). Routledge
10. Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83–101. https://doi.org/10.1017/S0261444806003399
11. Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
12. Lee, D., & Palmer, E. (2025, October 1). GenAI as the more knowledgeable other in Vygotsky’s zone of proximal development [Conference presentation]. Innovation & Transformation in Higher Education, Higher Education Research Group Adelaide (HERGA), Flinders University, Bedford Park, South Australia.
13. Li, J., Link, S. & Hegelheimer, V. (2015). Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction. Journal of Second Language Writing, 27. 1–18. https://doi.org/10.1016/j.jslw.2014.10.004
14. Mahapatra, S. (2024). Impact of ChatGPT on ESL students' academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00295-9
15. Marzuki, Widiati, U., Rusdin, D., Darwin, & Indrawati, I. (2023). The impact of AI writing tools on the content and organization of students’ writing: EFL teachers’ perspective. Cogent Education, 10(2). https://doi.org/10.1080/2331186X.2023.2236469
16. Nelson, A., Santamaría, P., Javens, J. & Ricaurte, M. (2025). Students’ perceptions of generative artificial intelligence (GenAI) use in academic writing in English as a foreign language. Education Sciences, 15(5), 611. https://doi.org/10.3390/educsci15050611
17. Othman, A. K. A. (2025). EFL students’ perceptions on using ChatGPT as an AI tool for developing academic writing skills: A case study at University College of Haql. Journal of Curriculum and Teaching, 14(3), 18–32. https://doi.org/10.5430/jct.v14n3p18
18. Perkins, M., Furze, L., Roe, J., & MacVaugh, J. (2024). The Artificial Intelligence Assessment Scale (AIAS): A framework for ethical integration of generative AI in educational assessment. Journal of University Teaching and Learning Practice, 21(6). https://doi.org/10.53761/q3azde36
19. Rahman, M., & Watanobe Y. (2023) ChatGPT for education and research: Opportunities, threats, and strategies. Applied Science, 13(9), 5783. https://doi.org/10.3390/app13095783
20. Roe, J., & Perkins, M. (2022). What are automated paraphrasing tools and how do we address them? A review of a growing threat to academic integrity. International Journal for Educational Integrity, 18(1), Article 1. https://doi.org/10.1007/s40979- 022-00109-w
21. Roe, J., Renandya, W. A., & Jacobs, G. M. (2023). AI-powered writing tools and their applications for academic integrity in the language classroom. Journal of English and Applied Linguistics, 2(1), 1–14. https://doi.org/10.59588/2961-3094.1035
22. Sharshova, R., Salkhanova, Z., Yelubayeva, P., Maral, A., & Sholakhova, A. (2025). The use of AI writing tools in second language learning to enhance Kazakh IT students’ academic writing skills. Forum for Linguistic Studies, 7(8), 251–267. https://doi.org/10.30564/fls.v7i8.10408
23. Tran, T. T. T. (2025). Enhancing EFL writing revision practices: The impact of AI- and teacher-generated feedback and their sequences. Education Sciences, 15(2), 232. https://doi.org/10.3390/educsci15020232
24. University of Kentucky (2024). Student AI Use Scale. https://celt.uky.edu/student-ai-use-scale
25. University of Wisconsin–Madison (2024). AI statements for course syllabi. https://ctlm.wisc.edu/self-serve-resources/generativeai/ai-statements-for-course-syllabi/
26. Vygotsky, L. S. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
27. Wu, C., Zhang, H., & Carroll, J. M. (2024). AI governance in higher education: Case Studies of guidance at big ten universities. arXiv. https://arxiv.org/abs/2409.02017
28. Yoon, S.-Y., Miszoglad, E., & Pierce, L. R. (2023). Evaluation of ChatGPT feedback on ELL writers’ coherence and cohesion. arXiv: https://doi.org/10.48550/arXiv.2310.06505