Abstract

This mixed-methods study investigates the impact of an AI-integrated curriculum on multilingual student writers enrolled in corequisite English support courses at a broad-access, Hispanic-Serving Institution (HSI). Prompted by the rapid rise of generative AI tools and widespread concern in higher education, this research examines whether structured engagement with AI enhances students’ written communication outcomes and their self-perception as effective writers. Through student surveys, writing artifacts, interviews, and rubric-aligned assessment scores, the study explores how AI can support multilingual students’ confidence, linguistic efficacy, and rhetorical adaptability. While quantitative findings did not show a statistically significant impact on assessment scores, qualitative data reveal richer outcomes: increased student agency, critical engagement with AI ethics, and greater comfort navigating academic discourse. The study concludes that AI, when implemented with attention to equity and critical awareness, offers promising support for linguistically diverse students navigating institutional barriers in writing education.

Keywords: generative AI, artificial intelligence in education, multilingual student writers, higher education pedagogy, writing process support

How to Cite:

Anderson, L., & VanDemark, E. (2026). Generative AI in corequisite English labs: Impacts on multilingual student writing confidence and outcomes. Journal of the National Organization for Student Success, 3(1), 1-20. https://doi.org/10.61617/jnoss.62