"Our voice is unique:" Integrating generative AI into multilingual writing instruction.

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Bibliographic Details
Title:	"Our voice is unique:" Integrating generative AI into multilingual writing instruction.
Authors:	Toncelli, Rachel¹ r.toncelli@northeastern.edu, Kostka, Ilka¹ i.kostka@northeastern.edu
Source:	TESL-EJ. Nov2025, Vol. 29 Issue 3, p1-17. 17p.
Subject Terms:	Multilingual education, Generative artificial intelligence, Writing instruction
Abstract:	This article explores the integration of generative AI tools (GenAI) into a writing activity that helps second language (L2) writers critically evaluate AI-generated texts and build their confidence in writing. The activity was implemented in a graduate-level English language course at a university in the United States. In class, students wrote summaries of academic articles, prompted GenAI tools for writing feedback, and then analyzed the AI output to identify suggestions they liked and disliked. Next, students reviewed each other's AI-generated revisions, which revealed a similar style in terms of word choice and sentence structure across summaries. An analysis of student reflections and survey data demonstrates that students valued GenAI tools for improving grammatical accuracy and academic vocabulary though they disliked how it changed their intended meaning and diminished their individual voice. We share lessons we learned to inform future iterations of similar in-class writing activities and discuss the importance of embracing opportunities to innovate writing instruction with GenAI, the need to create supportive environments for explorations of AI, the value of collaborating with students and fellow educators, and staying open to the potential benefits of GenAI integration in writing instruction. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article explores the integration of generative AI tools (GenAI) into a writing activity that helps second language (L2) writers critically evaluate AI-generated texts and build their confidence in writing. The activity was implemented in a graduate-level English language course at a university in the United States. In class, students wrote summaries of academic articles, prompted GenAI tools for writing feedback, and then analyzed the AI output to identify suggestions they liked and disliked. Next, students reviewed each other's AI-generated revisions, which revealed a similar style in terms of word choice and sentence structure across summaries. An analysis of student reflections and survey data demonstrates that students valued GenAI tools for improving grammatical accuracy and academic vocabulary though they disliked how it changed their intended meaning and diminished their individual voice. We share lessons we learned to inform future iterations of similar in-class writing activities and discuss the importance of embracing opportunities to innovate writing instruction with GenAI, the need to create supportive environments for explorations of AI, the value of collaborating with students and fellow educators, and staying open to the potential benefits of GenAI integration in writing instruction. [ABSTRACT FROM AUTHOR]
ISSN:	10724303
DOI:	10.55593/ej.29115int2