Writing Classes in the AI Era: Redefining English Teachers' Roles

This study explores the impact of Artificial Intelligence (AI) on the roles of Vietnamese teachers in English writing classes. Utilizing Jerome Bruner's educational theories—Discovery Learning, Scaffolding, and Teachers as Facilitators—as the theoretical framework, this research aims to understand how AI integration reshapes traditional teaching practices. Nine English lecturers from various universities in Can Tho City, Vietnam, were recruited through purposive sampling and participated in face–to–face interviews. Findings reveal that AI facilitates discovery learning, enabling students to independently explore writing techniques and styles. Teachers emphasized the importance of their guidance in effectively utilizing AI–generated content, highlighting the crucial role of scaffolding. The study indicates a significant shift in teachers' roles from being primary knowledge providers to facilitators who support student–driven learning through AI tools. The research underscores the necessity for adaptive teacher training programs and culturally sensitive AI integration strategies. While AI offers innovative possibilities for enhancing writing instruction, it also necessitates a redefinition of teachers' roles and continuous professional development. This study contributes to the global discussion on AI in education by providing insights from a non–Western context, emphasizing the need for culturally and contextually appropriate AI integration strategies.