IMPACT OF GENAI ON INSTRUCTORS' CREATIVITY AND EFFECTIVENESS IN WRITING INSTRUCTION

Abstract

Purpose. This study investigates how generative artificial intelligence (GenAI) influences L2 instructors’ perceptions of creativity and effectiveness in lesson planning and material design for writing instruction. It also examines factors motivating continued or discontinued use of GenAI. While participants reported using several GenAI tools, ChatGPT clearly emerged as the dominant one. Method. A mixed-methods research design was used. Data were collected from adult L2 instructors in Canadian tertiary programs using survey and semi-structured interviews. The survey included closed- and open-ended questions, while interviews provided deeper insights into instructors’ experiences with GenAI tools. Data were analyzed using descriptive statistics for quantitative responses and thematic analysis for qualitative data. Findings. The findings reveal that GenAI plays a dual, context-dependent role. Most participants reported that GenAI influenced their creativity, particularly by supporting idea generation, material development, and pedagogical innovation. However, concerns about overreliance, reduced originality, and formulaic outputs were also reported. The impact on effectiveness was more conditional, with benefits in time management, customization, and teaching capacity balanced by challenges such as prompting complexity, the need for editing, and variable output quality. Decisions to continue or discontinue GenAI use were influenced by practical benefits, professional growth, and ethical and financial concerns. Implications for research and practice. The study highlights the importance of AI literacy, institutional support, and critical engagement for effective GenAI implementation. It suggests that GenAI should be used as a collaborative tool. Future research should explore long-term impacts and include diverse educational contexts and learner outcomes.