Mediating Writing Development with Generative AI in College Classrooms: A Qualitative Case Study of Instructional Practice

Endah Kurtianti; Nurdani Yulian Ahmad

doi:10.55606/jupensi.v6i1.7097

Authors

Endah Kurtianti Universitas Doktor Nugroho Magetan
Nurdani Yulian Ahmad Universitas Doktor Nugroho Magetan

DOI:

https://doi.org/10.55606/jupensi.v6i1.7097

Keywords:

AI-assisted learning, writing pedagogy, digital literacy in education, classroom interaction, student engagement

Abstract

Generative artificial intelligence (AI) is now embedded in higher education writing instruction, yet its pedagogical value depends on how it is used in classroom practice. This qualitative case study examined how AI was integrated into an undergraduate writing course at a private university in East Java, Indonesia, and how it mediated students’ idea generation, organization, argumentation, and authorial voice over one semester. Data were collected through classroom observations, interviews with one instructor and fifteen students, and analysis of course documents, drafts, feedback, and AI interaction records. The data were analyzed using reflexive thematic analysis informed by Sociocultural Theory, Activity Theory, and Critical GAI Literacy. The findings indicated that AI functioned mainly as a mediational scaffold, supporting idea generation and organization more consistently than argumentation and authorial voice. Its role varied across planning, drafting, revising, and feedback, while teacher guidance, assessment, classroom rules, and peer interaction shaped whether AI became support for learning or a shortcut. The study highlights AI integration as a socially mediated and ethically negotiated pedagogical process.

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