<![CDATA[This study explores how multilingual secondary-school ESL students in an Indonesian diaspora context negotiate their digital agency when using generative AI tools. Specifically, the study examines how students engage with and navigate the perceived potential influence of algorithmic homogenization while trying to preserve their emotional authenticity in L2 academic writing. This study employs a qualitative case study design with data gathered from seven purposefully selected participants through document analysis of their AI prompts, machine outputs, and final essays, triangulated with stimulated recall interviews. Through thematic analysis, the findings reveal a heterogeneous landscape of AI adoption, where the multilingual secondary-school ESL students engage in situational compromises—delegating rigid linguistic tasks to the machine while defending their personal narratives and cultural expressions. The students do not act as passive receivers; instead, they strategically position the tools as pedagogical scaffolds for structural blueprints and lexical consultations. These findings suggest that digital agency and identity preservation operate as closely interrelated dimensions within L2 writing. Ultimately, while highlighting the necessity of critical algorithmic literacy, it should be noted that these findings are highly context-specific to this unique diaspora demographic and should not be interpreted as broadly generalizable to other settings.]]>
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