The Implementation of AI-Enhanced Dialogic Writing Scaffolding (AI-DWS) In a Malaysian Private Secondary ESL Classroom in Johor

Abstract

This study investigates the implementation of AI-enhanced Dialogic Writing Scaffolding (AI-DWS) in a Malaysian secondary ESL classroom. Using a mixed-method intervention case study, the research explored student and teacher perceptions, as well as the tool's impact on engagement and writing quality. Data were collected from 30 students and one teacher through surveys, interviews, and classroom observations. Findings shown that AI-DWS significantly boosts student confidence and engagement by providing personalized scaffolding. While students reported improved vocabulary and idea generation, the study emphasizes that teacher mediation remains essential to ensure AI acts as a cognitive guide rather than a mere answer generator. The results suggest that AI-DWS is an effective pedagogical tool for fostering learner autonomy in ESL writing.