ABSTRACT This classroom exploration presents a practitioner's reflection on the use of artificial intelligence (AI) tools in college‐level writing instruction through a sociocultural theory lens. A sociocultural perspective underscores a dialectic unity of emotions and cognition, and through this lens, a writing instructor utilizes a mediational tool (i.e., ChatGPT) to alleviate some of the emotional challenges that feedback sessions with students often entail. The paper shows multiple benefits related to the use of the AI tools in college‐level writing courses and suggests directions for future practitioners' explorations.
Ekaterina Arshavskaya (2026) studied this question.