Classroom Inquiry of Pasir Ris Secondary School Teachers

How can the integration of AI-generated feedback practices in English Language writing instruction help students plan, monitor and revise their writing?

In 2025, Mdm Lynn Loy (LT/EL) and her professional learning team (PLT), comprising Ms Jumiah Bte Ahmad, Ms Mavis Ho, Ms Nazrene Akbar Ali, Ms Maryam Anuar, and Ms Norhafizah Maarof, set out to answer this question. Supported by Dr Rachel Goh (SS/EL), they embarked on a classroom inquiry to investigate the impact of AI-generated feedback on students’ learning in the writing process.

Inquiry focus

The team explored how integrating GenAI tools — specifically Scribo and Claro chatbot — into writing lessons could enhance students’ planning, monitoring and revision processes. The goal was to leverage GenAI to support a metacognitive approach to writing development.

Key insights

With teacher guidance, students moved away from passively accepting GenAI suggestions and began critically evaluating the feedback to make informed decisions for their writing. Over time, they learnt to engage Gen AI more strategically. They also learnt to critique GenAI feedback thus resulting in stronger student voice and agency.

Contributing to the fraternity

To communicate their findings, the team developed an infographic detailing the roles of both teachers and students when engaging with GenAI in the writing process. This resource is featured in the EL Secondary Quick Guide to GenAI, serving as a practical reference for educators looking to integrate GenAI meaningfully in their own classrooms.

Ready to lead your own inquiry? Take the next steps:

1. Enrol: Join our Classroom Inquiry for English Language and Literature Teachers course.

2. Collaborate: Partner with ELIS Specialists to carry out your inquiry plan.

3. Contribute: Engage with like-minded teachers in our Classroom Inquiry Special Interest Group.