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<p>Understanding individual factors influencing EFL students’ effective use of GenAI in writing is essential for advancing EFL writing instruction in the GenAI era. However, empirical research in this area remains limited. Grounded in Social Cognitive Theory (SCT), this study introduces a model that conceptualizes EFL students as agentic learners who dynamically coordinate personal resources–cognitive (self-regulation, critical thinking), motivational (growth mindset), technological (GenAI literacy), and linguistic (general writing competence)–to regulate their behavior and engage effectively in GenAI-assisted writing. Data were collected from 342 first-year EFL students who completed a semester-long college English course integrating GenAI tools into writing, using questionnaires and two writing tasks. The model was tested using partial least squares structural equation modeling (PLS-SEM). The findings indicated that 1) self-regulation, critical thinking, GenAI literacy, and general writing competence all significantly influenced effective GenAI use. Among these, self-regulation and critical thinking were the strongest predictors, followed by GenAI literacy, while general writing competence had a lower but still significant impact. 2) Growth mindset did not directly impact GenAI use but had an indirect effect through critical thinking and self-regulation. 3) General writing competence significantly predicted growth mindset and critical thinking, while critical thinking was a key determinant of self-regulation and GenAI literacy. These results suggest that cognitive factors are primary drivers of effective GenAI use, with GenAI literacy serving a supportive role. Unlike previous perspectives that highlighted writing competence and motivation as central, these factors now play a less significant role in the GenAI-assisted writing context. Theoretical and practical implications for writing pedagogy are discussed, including fostering cognitive skills, integrating GenAI literacy, re-conceptualizing traditional writing competence, sustaining adaptive motivation in the GenAI era, and addressing ethical concerns.</p>

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Exploring EFL students’ effective use of GenAI in writing: Interplay of self-regulation, critical thinking, growth mindset, general writing competence, and GenAI literacy

  • 期刊论文

  • 发表日期：

    2025年12月20日

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  • Sha Tian,
  • Han Xiang

摘要

Understanding individual factors influencing EFL students’ effective use of GenAI in writing is essential for advancing EFL writing instruction in the GenAI era. However, empirical research in this area remains limited. Grounded in Social Cognitive Theory (SCT), this study introduces a model that conceptualizes EFL students as agentic learners who dynamically coordinate personal resources–cognitive (self-regulation, critical thinking), motivational (growth mindset), technological (GenAI literacy), and linguistic (general writing competence)–to regulate their behavior and engage effectively in GenAI-assisted writing. Data were collected from 342 first-year EFL students who completed a semester-long college English course integrating GenAI tools into writing, using questionnaires and two writing tasks. The model was tested using partial least squares structural equation modeling (PLS-SEM). The findings indicated that 1) self-regulation, critical thinking, GenAI literacy, and general writing competence all significantly influenced effective GenAI use. Among these, self-regulation and critical thinking were the strongest predictors, followed by GenAI literacy, while general writing competence had a lower but still significant impact. 2) Growth mindset did not directly impact GenAI use but had an indirect effect through critical thinking and self-regulation. 3) General writing competence significantly predicted growth mindset and critical thinking, while critical thinking was a key determinant of self-regulation and GenAI literacy. These results suggest that cognitive factors are primary drivers of effective GenAI use, with GenAI literacy serving a supportive role. Unlike previous perspectives that highlighted writing competence and motivation as central, these factors now play a less significant role in the GenAI-assisted writing context. Theoretical and practical implications for writing pedagogy are discussed, including fostering cognitive skills, integrating GenAI literacy, re-conceptualizing traditional writing competence, sustaining adaptive motivation in the GenAI era, and addressing ethical concerns.