ИСТИНА

The rise of generative AI (GenAI) tools has transformed language education, prompting both excitement and concern. This article explores whether GenAI enhances or stifles student creativity in the language classroom. While these tools offer powerful opportunities for developing linguistic competence, their misuse can lead to formulaic, context-deprived, and impersonal writing. Teachers are now faced with the challenge of encouraging originality and critical thinking in an environment where ready-made AI-generated content is readily available. The article presents a case study of a writing task, in which students analyze and improve a subtly flawed AI-generated blurb. The activity exemplifies how GenAI can be used not as a shortcut but as a catalyst for stylistic awareness and personal engagement. Emphasis is placed on fostering both teacher and student creativity, while instilling the motivation to write independently and meaningfully in the age of intelligent machines.