REDEFINING THE AUTHOR'S ROLE IN THE GENAI ERA:THE PROBLEM OF AUTHORIAL AGENCY IN EFL ACADEMIC WRITING

This article examines the problem of authorial agency that arises when generative artificial intelligence (GenAI) tools are integrated into the academic writing of English as a Foreign Language (EFL) students. The study is built around the following thesis: uncontrolled use of GenAI dilutes the authorial voice of the student's text and erodes the sense of ownership over it, yet this risk can be prevented — the student must act as a critical decision-maker who directs the argument and its logic, while AI is used strictly as a supportive tool for brainstorming and language refinement rather than content generation. The article systematizes the theoretical foundations of authorial agency, its constituent pillars, the acceptable and unacceptable forms of AI use, and directions for classroom implementation, presented through tables and diagrams.