Critically engaging with AI A scaffolding model for L2 Spanish writing

Abstract

The rise of Generative Artificial Intelligence presents a challenge in language education: while offering immediate linguistic support, its uncritical use often bypasses the essential planning and revision stages of the writing process. This paper presents a classroom-based pedagogical proposal developed at a British university with advanced Spanish learners, aimed at reimagining and transforming written assessments. This proposal is structured into three scaffolded phases. First, the use of artificial intelligence tools to map opposing arguments on a controversial topic; second, the student’s critical and grounded response through independent research; and third, a metacognitive reflection on the limitations of technological support. This design positions artificial intelligence as a scaffold within the Zone of Proximal Development, requiring the student to assume final responsibility for the discourse. The analysis explores how this approach fosters digital literacy and critical thinking, offering a practical guide for language teachers seeking to integrate technology ethically and effectively. It concludes that shifting artificial intelligence towards the initial planning stages preserves the iterative and personal nature of the writing process in the L2 classroom.