Integrating technology into academic writing instruction: Lecturers’ practices and perspectives

Abstract

This article explores lecturers’ integration of digital technologies in the teaching of academic writing at a higher education institution. Academic writing remains a key competence through which students demonstrate disciplinary knowledge, critical thinking and scholarly engagement. As digital technologies become increasingly embedded in teaching and learning, lecturers are expected to use technological tools to support writing development. However, technology use is influenced by pedagogical beliefs, institutional conditions, workload pressures and concerns about academic integrity. The study adopted a qualitative approach, using semi-structured interviews with 11 purposively selected lecturers from the Department of Applied Languages. Social cognitive theory informed the study. The findings revealed that technology is mainly used for feedback provision, plagiarism detection and learning management. Although lecturers acknowledged the potential of technology in enhancing accessibility, efficiency and student engagement, they expressed concerns about students’ overreliance on automated tools and generative artificial intelligence, and the possible erosion of student authorship. Institutional factors, including large class sizes and limited professional development opportunities, also shaped technology use. The study recommends balanced, scaffolded and pedagogically grounded integration that supports learner-centred, process-oriented and feedback-driven approaches to academic writing. Contribution: The study provides insight into lecturers’ practices and highlights contextually responsive approaches to technology-enhanced academic writing in higher education.