From workplace communication to academic assessment, artificial intelligence (AI) is reshaping how we read, write, and evaluate texts. For language teachers and writing researchers, this shift is both exciting and unsettling: AI tools can scaffold idea generation, feedback, and evaluation, yet they also raise questions about authorship, equity, and the future of literacies. This special issue of Foreign Language Studies, guest edited by Yachao Sun and Ge Lan, brings together four studies that probe these tensions empirically and pedagogically. Together, they explore how AI is being taken up in writing classrooms and assessment contexts, and how educators might respond with nuanced, evidence-based designs. 

DOI:10.30404/FLS.202512_(42).0001