Impact of ChatGPT on metacognition and motivation in EFL academic writing

Abstract

This study explores the influence of ChatGPT on the development of metacognitive strategies and writing motivation among EFL learners. The research involved 120 second-year English majors at LH University in Vietnam, all of whom were enrolled in Essay Writing and IELTS Writing courses and demonstrated intermediate proficiency levels (B1-B2 in CEFR). Employing a mixed-methods approach, the study required participants to complete two academic writing tasks: one without technological support and another utilizing ChatGPT. These tasks were supplemented by pre- and post-task surveys and guided reflections to assess planning, monitoring, and revision behaviors. Findings suggest that ChatGPT use was associated with more effective planning and more substantive revisions, particularly among higher-proficiency students. Conversely, lower-proficiency learners exhibited a decline in active monitoring and reflective engagement, suggesting a potential dependency on AI-generated outputs. While overall confidence in writing increased, participants expressed ambivalence regarding issues of authorship and overreliance on AI assistance. Based on these findings, the study proposes the S.M.A.R.T. AI framework to foster responsible, strategic integration of AI technologies within EFL academic writing pedagogy.