Date
11-11-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Brian Jones
Keywords
generative artificial intelligence, middle school, TPACK, writing instruction, writing pedagogy
Disciplines
Education
Recommended Citation
Clanton, Megan C., "Exploring the Role of Generative Artificial Intelligence in Middle School Writing Instruction: A Phenomenological Investigation" (2026). Doctoral Dissertations and Projects. 9084.
https://digitalcommons.liberty.edu/doctoral/9084
Abstract
The purpose of this hermeneutic phenomenological study was to describe middle school English Language Arts teachers’ experiences with generative artificial intelligence (GenAI) in writing instruction. The technological pedagogical content knowledge (TPACK) framework guided this study by explaining the relationship between technology and pedagogical practices in a specific content area. The central research question for this study is: what are middle school English Language Arts teachers' experiences with generative artificial intelligence in writing instruction? The study used a hermeneutical phenomenology methodology. Eleven participants were selected using criterion and snowball sampling to ensure all participants have experience with both GenAI and middle school writing instruction. Data were collected through questionnaires, individual interviews, and artifacts and analyzed through descriptive coding followed by pattern coding to develop themes. Four themes emerged: professional assistant, balancing student use, protecting authentic learning, and navigating uncertainty. Participants experienced GenAI as a resource for instructional support while balancing student use with concerns about cognitive development and academic integrity. Teachers responded by adapting instruction to protect authentic learning. The findings suggest that GenAI integration was an iterative process shaped by professional judgment rather than a straightforward progression toward adoption.
