Muziatun Mukadgi
Given the increasing normalization of AI in global classrooms, this study holds pedagogical and policy implications for how institutions conceptualize authorship, assessment, and technological ethics in language education. It invites educators and policymakers to reconsider how digital tools are integrated in ways that affirm learners’ cultural resources and rights to voice. Productive English skills—writing and speaking—remain central to success in academic and global communication, yet they are unevenly developed among EFL learners in Indonesia. This disparity may be attributed to several intertwined factors: disparities in access to digital technologies, inconsistent teacher training in digital pedagogies, and sociocultural attitudes that discourage verbal risk-taking, such as norms of humility or fear of public embarrassment. Compounding these issues is the limited availability of real-world communicative opportunities—often constrained by rigid curricula, lack of local contextualization, and limited teacher autonomy—that could otherwise resonate more with learners’ lived experiences and multilingual repertoires. This study investigates how AI-assisted storytelling and digital media practices reshape pedagogical approaches to productive English skills in Indonesian EFL classrooms. Drawing on a corpus of student-generated data—including digital comics, narrative essays, speaking videos, and AI-assisted composition —the research explores how learners negotiate multilingual identity, authorship, and digital expression through classroom-based storytelling practices. Using a critical sociolinguistic lens, the study finds that digital storytelling fosters learner investment by recontextualizing English as a medium for personal voice, cultural self-articulation, and social commentary. Simultaneously, AI tools scaffold linguistic experimentation, offering both pedagogical affordances and ethical tensions around voice, authorship, and machine-human interaction. By bridging multilingual practices with AI-enhanced composition, the study highlights the role of storytelling in cultivating meaningful, culturally embedded English use. Learners do not merely consume language structures—they creatively transform them, using narrative to situate their voices in broader social and cultural discourses. Such engagement fosters deeper investment, challenges rigid norms of standard English, and validates learners’ lived experiences within the classroom. Ultimately, this paper argues for a culturally sustaining and critically aware pedagogy that positions learner identity at the center of digital English instruction. The findings offer implications for inclusive curricular design that integrates narrative and digital modalities, enhances teacher capacity to facilitate multilingual storytelling, and establishes context-sensitive frameworks for incorporating AI into diverse EFL environments. © 2025, Arab Open University - Lebanon. All rights reserved.
Graduate Program Universitas Negeri Gorontalo, Gorontalo, Indonesia
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