A Study on Strategies for Strengthening Writing Agency in the Era of Generative AI : Focusing on the Redesign of Education Objectives in College Writing Education

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• Semantic Scholar2026-08-02 07:15:28
  A Study on Strategies for Strengthening Writing Agency in the Era of Generative AI : Focusing on the Redesign of Education Objectives in College Writing Education

  This study examines the impact of the widespread adoption of generative artificial intelligence (AI) on university writing education. In particular, it focuses on the phenomenon of the weakening of students’ writing agency and analyzes its underlying causes, with the aim of redesigning educational objectives in university writing instruction. As the use of generative AI has become increasingly common in the writing process, concerns have emerged that students’ ability to think independently and exercise writing agency in composing texts has relatively declined. To address this issue, this study reviews relevant prior research and conducts a literature-based analysis of the major causes of the weakening of students’ writing agency and the associated educational challenges. The analysis identifies three primary factors contributing to this phenomenon: (1) the loss of cognitive agency resulting from overreliance on AI, (2) insufficient information literacy, particularly in evaluating and verifying the credibility of information, and (3) the weakening of authorial identity and individual voice. Based on these findings, this study proposes a redesigned framework for educational objectives in university writing instruction. Specifically, it suggests three core goals: strengthening critical thinking to secure students’ writing agency, enhancing verification-based information literacy and ethical use of AI, and cultivating the ability to develop an authentic authorial voice grounded in students’ authorial identity. The significance of this study lies in its analysis of the challenges facing university writing education in the era of generative AI and in its proposal of educational objectives that respond to these challenges. Rather than focusing solely on improving technical proficiency in the use of AI tools, this study emphasizes the importance of maintaining writing agency throughout the writing process, critically evaluating the reliability and accuracy of information, and forming a distinctive authorial identity and voice. By balancing both the possibilities and limitations of generative AI in writing education, this study aims to suggest an appropriate direction for writing pedagogy in the AI era and to contribute to fostering students’ active, autonomous, and responsible writing capabilities.