Ashlie Lester and Wenting Sun

Artificial intelligence (AI) has transformed usual processes of higher education, including teaching with writing. Grounded in sociocultural theory, this study considers the role of generative AI (GenAI) within students’ zone of proximal development, where learning is supported through scaffolding that bridges what students can do independently and what they can achieve with guidance. Students (n = 114) enrolled in a writing intensive, lifespan development course in Fall 2024 completed eight writing assignments and disclosed any GenAI use; specifically, they could submit no more than a paragraph of their writing to a GenAI tool to solicit feedback that could be applied throughout the papers. Required AI disclosure statements revealed infrequent GenAI use, with only 22 unique users of GenAI for less than 8% of the assignments. Thematic analysis of the disclosure statements revealed three themes of use: writing mechanics, higher-order writing concerns, and content understanding. Despite students reporting that GenAI feedback was helpful, the impact on writing scores and final grades were mixed. Findings highlight the complex role of GenAI as a potential scaffolding learning assistant and suggest implications for instructors seeking to strategically incorporate GenAI into teaching with writing.