Abstract
As generative AI becomes woven into students’ drafting and revising processes, traditional models of human-only collaboration no longer capture the cognitive and socio-emotional regulation required in writing support. This study examines how human–AI collaboration reshapes writing instruction and proposes a framework to guide tutors and preservice teachers in this emerging landscape. Using the lens of socially shared regulation of learning (SSRL), this project investigates how regulatory responsibilities shift within student–tutor–AI interactions. The study draws on twelve semi-structured interviews with writing tutors who regularly work with students using AI. A hybrid thematic analysis was conducted to identify regulatory challenges, evolving practices, and patterns of coordination. From these findings, the project develops a role taxonomy that explains how cognitive and socio-emotional tasks are negotiated across the triad and how tutors adapt their support when AI participates in meaning making, strategy selection, and reflection. The study’s implications are both conceptual and practical. Conceptually, it offers a structured way to understand triadic collaboration and addresses gaps in existing theories of collaborative learning. Practically, it provides actionable guidance for tutor training and writing pedagogy by clarifying regulatory functions and outlining principles for supporting responsible, well-regulated human–AI collaboration.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Human-AI collaboration, Collaboration in learning, AI literacy, Cognitive regulation, Socio-emotional
