Integrating AI into L2 writing instruction while maintaining writer’s voice

Abstract

Second language (L2) instructors face a challenge when incorporating AI tools into their writing lessons concerning the preservation of the writer’s voice. This article briefly explains the meaning and development of voice before covering two contrasting scenarios that potentially play out in L2 writing classrooms. In the first, L2 writers may become over reliant on AI-generated assistance, leading to a dilution of their personal style and expression. In this instance, algorithms and templates provided by AI may homogenize writing, with authentic language being replaced by standardized, computationally optimized phrases, resulting in a loss of individuality and originality. In the second scenario, responsible use of AI can assist grammar correction and offer stylistic suggestions while allowing writers to retain control over their narratives and individuality as L2 writers. Teachers can play a central role in helping students preserve their authenticity, individuality, and voice by providing guidance on the responsible use of AI tools, along with directed instruction and constructive feedback.