Speaker
Description
The integration of artificial intelligence (AI) into language education has received increasing attention in recent years, particularly in the context of writing instruction. However, while AI-assisted writing has been widely discussed, its role in the pre-writing stage — particularly in supporting outlining — remains underexplored, and little attention has been paid to how structured reflection mediates student learning after AI-generated feedback in EFL writing contexts. This study addresses these gaps by investigating how AI can be meaningfully integrated into the essay writing process of undergraduate EFL students, with a focus on planning support and reflective practice.
The study is being conducted in an academic writing course at the Faculty of Foreign Languages, University of Dalat, Vietnam, using a classroom-based mixed-methods approach. It is guided by three research questions: (1) how AI-supported outlining shapes students' planning processes; (2) how reflection logs support self-regulated learning after AI-mediated feedback; and (3) how students' sense of authorship is reflected in their decisions to accept, modify, or reject AI-generated suggestions during the writing process.
Data are being collected from student-generated outlines, AI interaction logs, reflection entries, and semi-structured interviews. The study aims to examine how AI-supported outlining influences strategic planning, how reflection logs enhance metacognitive awareness, and how authorship is actively negotiated rather than passively lost through interaction with AI. Preliminary insights into these processes, along with practical pedagogical implications for EFL writing instruction, will be presented and discussed.
Keywords: AI-assisted writing, outlining, reflection logs, self-regulated learning, authorship, EFL writing, Vietnam
