Fostering Motivation and Engagement in ESL Writing with Image Generative AI
Introducing the MotivAI Writing Framework
Abstract
his paper proposes The MotivAI Writing Framework, a didactic model for integrating image generative Artificial Intelligence (GenAI) into English as a Second Language (ESL) writing instruction. Grounded in a qualitative and theoretical methodology, drawing from established learning theories such as Self-Determination Theory, Flow Theory, the ARCS Model, and the L2 Motivational Self System as well as recent practical classroom experiences, this framework aims to significantly enhance student motivation and engagement. It outlines how generative AI can be strategically incorporated across pre-writing, drafting, revising, and publishing stages to foster productive language skills, cultivate digital literacy, and promote critical thinking. The framework addresses potential challenges like ethical considerations and teacher training, offers scaffolding strategies for diverse learners, and emphasizes a balanced approach where AI serves as a powerful supplement to, rather than a replacement for, human-led instruction. Ultimately, this proposal advocates for a thoughtful and effective integration of AI, positioning it as an ally for educators seeking to create more dynamic, engaging, and inclusive ESL writing environments for secondary school students.
Submitted: March 26, 2026 | Accepted: March 27, 2026 | Published April 27, 2026 | Language: en
Keywords ESL Writing • GenAI • Motivation • Pedagogical Framework • Engagement
Copyright © 2026 Simona Scanni. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.30687/ELLE/2280-6792/2026/01/004