The educational systems around the globe have witnessed the unprecedented development and wide implementation of generative artificial intelligence (GenAI) in language learning practices in recent years (Qiao et al., 2025; Samala et al., 2025). In the context of second language (L2) writing, empirical studies have examined and compared the effectiveness of GenAI-generated automated written feedback (AWF) with traditional human feedback, unveiling its both human and non-human characteristics (Chen & Lee, 2022). However, previous literature has laid much emphasis on students’ writing outcomes in the experimental settings (e.g. Barrot, 2023), with limited focus on their writing processes. To address this gap, this study aimed to investigate the relationships between student-GenAI interaction and L2 writing outcomes. Moreover, existing studies have primarily focused on argumentative and academic writing (Su et al., 2023; Yuan et al., 2024). Only a handful of studies have examined other text types such as narrative or expository writing that emphasise essential human qualities (Barrot, 2023). Therefore, this multiple-case study aims to investigate the nature of the interaction between students and the AI tool and the impact of GenAI-generated AWF on Chinese students’ expository writing development and processes. Two Chinese undergraduates (N=2) were recruited based on criterion-included and maximum variation sampling strategies. Multiple data sources were collected and analysed including students’ writing, stimulated recall interviews, screen recordings of student and AI tool interaction and interviews. The study found that students showed a dominant request-read cycle during interacting with GenAI and reported high usefulness of GenAI-generated AWF. However, students engaged selectively due to different attitudes toward AI and concerns regarding inaccuracy and fabrications in the feedback as well as plagiarism. Moreover, due to different interaction strategies, students’ writing demonstrate divergent draft outcomes. This study offers process-oriented insights into how different students interact with GenAI during the writing process and informs effective ways to integrate GenAI into L2 writing practices.
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