Closing the Model Text Gap: A Feasibility Pilot of AI-Integrated Analytical Writing Instruction for L2 Learners

<p>Although model texts are widely used to support writing instruction, many second-language (L2) learners struggle to transfer the analytical reasoning demonstrated in those texts into their own writing—a challenge referred to in this study as the model text gap. The ability to move from identifying what, to explaining how, and ultimately to interpreting why forms the cognitive core of expert analytical thinking, yet analytical literacy remains underdeveloped among L2 learners. This mixed-methods action research study involving 23 IB MYP Year 5 English Language and Literature students (L1 Arabic) examined whether an explicit WHAT/HOW/WHY framework combined with four sequenced AI engagement strategies improves analytical writing. Proficiency rose from 22% to 78% (Cohen's h = 1.20). These gains were demonstrated on a single independent, non-AI-assisted post-intervention assessment, a pattern consistent with internalization of analytical skills rather than reliance on AI support during instruction, though this study did not assess retention over time. Before the intervention, 91% of students struggled with the HOW and WHY stages, which subsequently showed the greatest gains. Together, the WHAT/HOW/WHY framework and structured AI engagement provide a feasible approach to bridging the model text gap while offering a transferable pedagogical approach to developing analytical literacy across STEM, the humanities, and the social sciences.</p>