FORUM DE L' ENSEIGNANT منتدى الأستاذ
Volume 22, Numéro 1, Pages 118-129
2026-10-31
Negotiating Student Agency In Ai-mediated Efl Academic Writing: Perceptions Of Teachers And Master’s Students At The University Of Constantine 1
Authors : Selmen Salima .
Abstract
The growing use of artificial intelligence (AI) writing tools such as ChatGPT, Grammarly and QuillBot is reshaping academic writing in higher education and raising questions of control, authorship and ownership. This study explores how student agency is negotiated in AI-mediated EFL academic writing at the Department of English, University of Constantine 1 – Frères Mentouri. Drawing on student agency theory, sociocultural theory, activity theory and posthumanist views of writing, it adopts a mixed-methods design combining questionnaires administered to a purposive sample of teachers and Master 2 students with a text analysis of AI-assisted student writing samples. The findings show that AI tools offer clear linguistic and organisational support, improving grammar, vocabulary, idea generation and students’ confidence. However, teachers expressed concern about over-dependence and plagiarism, students were divided over who the author of an AI-assisted text is, and some samples displayed generic AI language and a weak personal voice. Student agency was thus neither simply lost nor preserved, but negotiated according to how critically students revised AI output. The study recommends positioning AI as an aid rather than a replacement, process-oriented writing instruction, critical AI literacy and the protection of student voice.
Keywords
Artificial intelligence ; Student agency ; EFL academic writing ; Authorship ; Critical AI literacy
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