This presentation examines how Vygotsky’s concept of the Zone of Proximal Development (ZPD) can be effectively applied to improve the writing instruction of Kazakh high school students by integrating AI-based language learning tools. While writing in English presents ongoing challenges for students in non-native contexts, generative AI capabilities such as ChatGPT, Grammarly, and Wordtune offer new opportunities to provide personalized, structured support. Rooted in sociocultural theory, the study examines how AI tools can serve as dynamic facilitators in students’ ZPD by providing timely feedback, language modeling, and opportunities for self-regulation. Drawing on data from classroom-level interventions conducted in urban schools in Kazakhstan, this study examines changes in students’ writing fluency, coherence, and reflective engagement over six weeks. The study combines qualitative data from student samples and reflections with quantitative pre- and post-assessments. Results show that when integrated into a pedagogically driven framework, AI tools not only support language development but also promote learner autonomy and metacognitive awareness. The presentation will offer practical strategies for incorporating AI-based scaffolding into writing instruction while addressing ethical considerations and the importance of teacher agency. This study contributes to emerging conversations about AI in education by demonstrating how classical learning theory can inform the meaningful use of technology in local educational contexts.

Authors:
Assem Muslimova, Abai Kazakh National Pedagogical University, Kazakhstan
Perizat Yelubayeva, Al-Farabi Kazakh National University, Kazakhstan

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Posted by James Alexander Gordon

Last updated: 2023-02-23 23:45:00

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