Who’s Writing—Students or AI? Navigating AI Literacy in University Writing Classes

The rise of generative AI in university education presents both opportunities and challenges for educators. In Japan, where guidelines on AI use in classrooms remain unclear, instructors are struggling to integrate AI effectively into their teaching. This issue is particularly pressing in English writing, from daily coursework to graduation theses, where AI-assisted plagiarism is a growing concern. The role of English language educators is evolving, as they are expected to integrate AI literacy into existing curricula, especially in writing instruction, to equip students with essential digital-age skills. This shift requires educators to extend beyond traditional writing instruction, guiding students in navigating AI tools while fostering critical thinking and Human-AI collaboration skills.

This study investigates how university students interact with generative AI in their writing, focusing on their decision-making processes in AI use. A qualitative analysis of student writing samples, reflections, and conversation data from collaborative writing sessions revealed that while many students selectively engaged with AI-generated content, their evaluation criteria varied widely. Notable differences emerged between individual AI use and collaborative writing, indicating that collaborative learning influenced how students engaged with AI.

This presentation will explore key challenges in AI-integrated writing instruction and offer practical strategies for fostering AI literacy in the classroom. We aim to propose effective ways to integrate AI literacy into English writing curricula, along with practical approaches for its implementation. Attendees will explore classroom applications, strategies for responsible AI use, and ways to balance AI support with independent learning.