Presentation AI-Mediated Revision and Reflective Writing more

Generative AI writing tools are increasingly used by university students, and their pedagogical potential in EMI classrooms is often discussed in relation to language accuracy and proficiency development. This presentation reports on the use of an AI-based writing and revision workspace in an undergraduate EMI class that emphasizes content explanation rather than English instruction. In this class, students first read course texts and produced short written explanations interpreting the author’s main argument. They then used the AI workspace to reorganize or reframe their texts. Rather than focusing on grammatical correction, students compared their original and AI-revised versions to examine shifts in meaning, argumentative emphasis, and stance. The AI workspace was used as part of the revision process, with reflection centered on textual changes rather than tool usage itself. A brief pre–post reading task explored whether students became more attentive to stance and argumentative emphasis after the activity. Classroom observations and student reflections suggest that AI-mediated revision made interpretive changes more visible, prompting students to reconsider how clearly and faithfully they represented the author’s position. The presentation discusses how such activities may inform assessment practices by foregrounding interpretive judgment and stance awareness as observable components of reading development.