<![CDATA[This study aims to analyze how the saturation of Artificial Intelligence (AI) use influences students’ cognitive engagement and writing processes, as well as its implications for the potential regression of expressive writing skills among students of the Indonesian Language and Literature Education Study Program at Universitas Jambi. AI usage saturation refers to a condition in which technology is used excessively to the extent that it reduces students’ active involvement in writing processes, including idea planning, argument development, and text revision. This study employed a descriptive qualitative approach with data collection techniques consisting of in-depth interviews, observation, and documentation involving six students from the 2024 cohort, Regular Class 4A. Data were analyzed using the interactive model of Miles and Huberman. The findings indicate that excessive use of AI has shifted its role from a supportive tool to the primary starting point in students’ writing processes. This condition leads to reduced cognitive engagement and independence in writing, resulting in texts that tend to be uniform, lack personal expression, and do not fully represent the writer’s authentic ideas. In addition, students experience a decline in confidence when writing without AI assistance. This study concludes that the main issue does not lie in the existence of AI itself, but in how and where AI is positioned within the students’ writing process.]]>
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