AI-Integrated Scaffolding to Enhance Agency and Creativity in K-12 English Language Learners: A Systematic Review
Li, M., & Wilson, J. (2025). AI-integrated scaffolding to enhance agency and creativity in K-12 English language learners: A systematic review. Information, 16(7), 519. https://doi.org/10.3390/info16070519
This systematic review synthesizes 14 peer-reviewed empirical studies from 2018 to 2024 on how AI-integrated tools support K-12 English language learners' writing. Using thematic synthesis, the article examines AI as cognitive support, creative collaborator, and language-enhancement tool while emphasizing the importance of preserving student agency and creativity.
Key takeaways
- AI tools can reduce cognitive load and support idea generation, organization, and self-regulated writing.
- Thoughtful implementation can support creativity and agency rather than replace student decision making.
- The literature is dominated by short-term studies and EFL settings, with limited standardized measures of creativity and agency.
- Future research should examine long-term effects, broader ESL contexts, and stronger methodologies.
Why it matters
Provides a systematic review of AI-integrated writing scaffolds for K-12 English learners and organizes the literature into three functional categories while identifying key pedagogical and research gaps.
Coauthors
Molly Li, Joshua Wilson
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