• ISSN: 2382-6282 (Print); 2972-3108 (Online)
    • Abbreviated Title: Int. J. Lang. Lit. Linguist.
    • Frequency: Quarterly
    • DOI: 10.18178/IJLLL
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HOME > Archives > 2026 > Volume 12 Number 2 (2026) >
IJLLL 2026 Vol.12(2): 95-98
DOI: 10.18178/IJLLL.2026.12.2.637

Authorship Reimagined: Second Language Writers, AI, and the Shifting Boundaries of Voice and Ownership

Laura Taylor
Institute for the Study of University Pedagogy (ISUP), University of Toronto Mississauga, Mississauga, Canada
Email: laura.taylor@utoronto.ca

Manuscript received November 28, 2025; accepted February 19, 2026; published April 28, 2026

Abstract—In modern academic and professional contexts, the role of the author is undergoing a significant transformation. Authorship is no longer exclusively an individual act of creation but increasingly a technologically mediated process, shaped by the growing presence of Artificial Intelligence (AI) tools such as ChatGPT. This paper examines how these developments are reshaping the practices and perceptions of second language (L2) writers, who often rely on such tools to navigate linguistic, rhetorical, and cultural demands. Drawing on reflective practice in L2 writing instruction, this study explores how L2 writers engage with AI as co-composers, revisers, and language brokers. The integration of generative AI complicates traditional notions of originality, authorship, and voice, raising questions about ownership, ethical use, and pedagogical responsibility. The findings suggest that L2 writers are increasingly relying on artificial intelligence tools to complete their work, often accepting AI-generated suggestions with minimal reflection or revision. Rather than engaging as critical thinkers or active collaborators in the writing process, many position themselves as passive negotiators of machine-generated language, prioritizing fluency and correctness over personal voice or rhetorical intent. This trend raises important pedagogical and ethical concerns regarding the erosion of authorial agency and the diminished role of critical engagement in L2 writing. In light of these developments, the paper calls for a reorientation of L2 writing instruction to emphasize critical digital literacy, reflective AI use, and renewed attention to the development of authorial voice in technologically mediated contexts.
 
Keywords—second language writing, artificial intelligence, authorship, critical digital literacy

Cite: Laura Taylor, "Authorship Reimagined: Second Language Writers, AI, and the Shifting Boundaries of Voice and Ownership," International Journal of Languages, Literature and Linguistics, vol. 12, no. 2, pp. 95-98, 2026.

Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

 
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