Impact of ChatGPT on metacognition and motivation in EFL academic writing

Lan Thi Thanh Vo; Loc Vinh Hoang

doi:10.65956/procia.2026.14

Authors

Vo Thi Thanh Lan Corresponding author email: thanhlan@lhu.edu.vn Lac Hong University https://orcid.org/0009-0002-8883-0916
Hoang Vinh Loc Lac Hong University https://orcid.org/0009-0003-1365-0758

DOI:

https://doi.org/10.65956/procia.2026.14

Keywords:

ChatGPT, EFL writing, metacognition, motivation

Abstract

Using a convergent mixed-methodology approach with a within-subject classroom design, the study examines the impact of ChatGPT on EFL learners’ metacognitive strategies and motivation in academic writing. Participants were 120 English junior majors (CEFR level B1/B2) who engaged in the survey, completing the “with vs. without” AI writing tasks. Pre- and post-task surveys and reflections measured changes in self-regulatory behaviours including planning, monitoring, revising, and affective factors such as self-efficacy, task value, and enjoyment. Findings reveal divergent outcomes. Specifically, ChatGPT significantly enhanced planning and revision strategies, especially among B2-level students obtaining large effect sizes (Cohen’s d ≈ 0.85–1.06). Nonetheless, there was a slight decline in monitoring among B1 students due to excessive cognitive reliance on AI. Higher-level students also gained motivational improvements with moderate-to-large effects for self-efficacy (d = 1.19), task value (d = 1.27), and enjoyment (d = 1.23). Plus, gains in self-efficacy were strongly correlated with motivation gains (r = .60–.67, p < .001). Overall, ChatGPT appears to function as a cognitive scaffold and an affective enhancer in EFL academic writing. The study proposes the S.M.A.R.T. AI framework to integrate AI critically and responsibly in writing instruction.

Author Biographies

Vo Thi Thanh Lan, Lac Hong University

Ms. Vo Thi Thanh Lan holds a Master’s degree and has over 10 years of experience working at Lac Hong University in Dong Nai. She teaches both English major and non-English major students, with extensive experience in delivering English language courses across different proficiency levels. Her professional interests include English language teaching and the effective use of technology to enhance classroom instruction and student learning.
Hoang Vinh Loc, Lac Hong University

Mr. Hoang Vinh Loc holds a Master’s degree and has been working at Lac Hong University in Dong Nai for over 14 years. He has extensive experience teaching English to undergraduate students in the Faculty of English Language. His research interests focus on the application of technology in English language teaching, particularly how technological tools can enhance teaching effectiveness and learning outcomes.

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