Sociocultural Perspectives on AI-Assisted Writing

Theoretical Framework

The study employs Sociocultural Theory to view generative AI as a cultural tool that mediates cognitive development. By situating AI use within Vygotsky’s zone of proximal development, the research treats AI-assisted writing as a social activity where students extend their skills through active interaction with the system.

Redefining AI in Education

The framework shifts the discourse from seeing AI as a threat to integrity toward viewing it as a co-regulatory agent. This perspective emphasizes the importance of AI literacy, encouraging a balance between AI assistance and student creative control while navigating evolving academic standards.

Methodological Integrity

To ensure research credibility and address potential biases, the study utilizes an independent researcher for interviews and coding. Additionally, the parent-researcher maintains a reflexive audit trail to distinguish familial knowledge from empirical evidence.