Abstract—This study examines the transformative role of generative AI (e.g., ChatGPT, Grammarly) in academic writing education, focusing on its dual capacity to enhance technical proficiency while challenging originality and critical thinking. Drawing on a mixed-methods analysis of 300 undergraduates and 45 educators across eight universities, this paper reveals that structured AI integration improves grammar and citation accuracy by 32% but correlates with a 19% decline in argument originality. By synthesizing Vygotskian scaffolding theory with posthumanist pedagogy, we propose a co-creative framework emphasizing transparency, phased tool usage, and adaptive assessment to preserve human agency in the AI era. 
 

Keywords—generative AI, academic integrity, critical thinking, co-authorship, posthuman pedagogy

Cite: Yaoying Han, "Beyond the Algorithm: Reconciling Generative AI and Human Agency in Academic Writing Education," International Journal of Learning and Teaching, Vol. 11, No. 1, pp. 39-42, 2025.

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