FROM SCROLLING TO STRUCTURING: THE ROLE OF MOBILE AI TOOLS IN IDEA GENERATION FOR ESL WRITING AMONG GENERATION Z LEARNERS

Authors

  • Muratova Khurshida Ne’matullo qizi Author

Keywords:

Keywords: ESL writing, mobile learning, ChatGPT, idea generation, Generation Z, artificial intelligence, mobile-assisted language learning (MALL)

Abstract

Abstract 
The  shift  to  mobile-assisted  learning  has  dramatically  influenced  writing 
instruction  in  English  as  a  Second  Language  (ESL)  classrooms,  especially  among 
Generation Z learners. This paper explores how mobile-based AI tools, specifically 
ChatGPT, serve as catalysts for idea generation in ESL writing instruction. Grounded 
in digital learning theories and constructivist pedagogy, the study examines practical 
classroom  applications  of  ChatGPT  on  mobile  devices  and  surveys  learners' 
perceptions. The findings suggest that mobile AI tools help ESL students overcome 
idea-generation  blocks,  promote  learner  autonomy,  and  enhance  cognitive 
engagement. Pedagogical implications and ethical considerations are discussed. 

References

References

1. Bui, H. (2023). The use of AI in ESL classrooms: Challenges and Opportunities.

TESOL Quarterly, 57(1), 43–60.

2. Kukulska-Hulme, A. (2020). Mobile-assisted language learning: A critical

overview. ReCALL, 32(3), 239–256.

3. Seemiller, C., & Grace, M. (2016). Generation Z goes to college. San Francisco:

Jossey-Bass.

4. Yang, S. (2023). ChatGPT in academic writing: A help or a hindrance for ESL

learners? Journal of AI and Education, 4(2), 95–112.

Published

2025-08-07

How to Cite

Muratova Khurshida Ne’matullo qizi. (2025). FROM SCROLLING TO STRUCTURING: THE ROLE OF MOBILE AI TOOLS IN IDEA GENERATION FOR ESL WRITING AMONG GENERATION Z LEARNERS . TADQIQOTLAR, 67(1), 223-226. https://scientific-jl.com/tad/article/view/25914