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Balancing Agency and Automation to Overcome Digital Divide in ESP Writing Instruction

Bibliographic Details
Title: Balancing Agency and Automation to Overcome Digital Divide in ESP Writing Instruction
Language: English
Authors: Sadia Arshad (ORCID 0009-0006-4406-7057), Huma Batool (ORCID 0000-0002-7774-6746), Sadia Irshad (ORCID 0000-0002-4874-4581)
Source: Journal of International Students. 2026 16(12):1-23.
Availability: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
Peer Reviewed: Y
Page Count: 23
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Access to Computers, Disadvantaged, English for Special Purposes, Writing Instruction, Language Teachers, College Faculty, Foreign Countries
Geographic Terms: Pakistan
ISSN: 2162-3104
2166-3750
Abstract: In the digital age, technology access and application inequalities, conceptualized as the digital divide, present a continuing problem for English for Specific Purposes writing education. This qualitative research explores the experience of the digital divide among ESP teachers in terms of four levels of access to van Dijk and how they view technological determinism as a factor in defining pedagogical engagement with digital tools. The data were gathered through open-ended questionnaires and analyzed using thematic analysis. The results demonstrate an unequal distribution of technology integration, influenced by infrastructural constraints, institutional support, disparate levels of digital literacy, and ethical issues related to the use of automated writing tools. While some teachers resisted due to motivational and material constraints, others adopted innovative practices, reflecting a soft determinist view. The paper highlights the importance of continuous professional growth, institutional support, and explicit policy guidelines to achieve equitable digital integration in ESP writing pedagogy. [Note: The page range (1-24) shown on the PDF is incorrect. The correct page range is 1-23.]
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1516335
Database: ERIC
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  Data: Balancing Agency and Automation to Overcome Digital Divide in ESP Writing Instruction
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  Data: <searchLink fieldCode="AR" term="%22Sadia+Arshad%22">Sadia Arshad</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-4406-7057">0009-0006-4406-7057</externalLink>)<br /><searchLink fieldCode="AR" term="%22Huma+Batool%22">Huma Batool</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7774-6746">0000-0002-7774-6746</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sadia+Irshad%22">Sadia Irshad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4874-4581">0000-0002-4874-4581</externalLink>)
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  Data: Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
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  Data: <searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22English+for+Special+Purposes%22">English for Special Purposes</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: In the digital age, technology access and application inequalities, conceptualized as the digital divide, present a continuing problem for English for Specific Purposes writing education. This qualitative research explores the experience of the digital divide among ESP teachers in terms of four levels of access to van Dijk and how they view technological determinism as a factor in defining pedagogical engagement with digital tools. The data were gathered through open-ended questionnaires and analyzed using thematic analysis. The results demonstrate an unequal distribution of technology integration, influenced by infrastructural constraints, institutional support, disparate levels of digital literacy, and ethical issues related to the use of automated writing tools. While some teachers resisted due to motivational and material constraints, others adopted innovative practices, reflecting a soft determinist view. The paper highlights the importance of continuous professional growth, institutional support, and explicit policy guidelines to achieve equitable digital integration in ESP writing pedagogy. [Note: The page range (1-24) shown on the PDF is incorrect. The correct page range is 1-23.]
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      – Text: English
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        PageCount: 23
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      – SubjectFull: Access to Computers
        Type: general
      – SubjectFull: Disadvantaged
        Type: general
      – SubjectFull: English for Special Purposes
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Language Teachers
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      – SubjectFull: College Faculty
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Pakistan
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      – TitleFull: Balancing Agency and Automation to Overcome Digital Divide in ESP Writing Instruction
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              Y: 2026
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