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Description
The increasing use of artificial intelligence (AI), particularly generative AI tools, has reshaped how students approach academic writing in English as a foreign language (EFL) contexts. While AI can enhance writing performance by providing immediate and personalized feedback, its relationship with self-regulated learning (SRL) remains unclear. This systematic review synthesizes recent empirical studies to examine how AI use is associated with learners’ SRL in academic writing. The findings suggest that AI can support writing quality, motivation, and efficiency when used strategically. However, excessive or uncritical use may limit learners’ engagement in higher-order cognitive processes, including critical thinking and self-monitoring. The review also highlights the importance of learners’ interaction with AI-generated feedback in shaping learning outcomes. In addition, a lack of empirical evidence in specific contexts, particularly in Vietnam, is identified. The study underscores the need for pedagogically guided AI integration to promote both effective writing development and sustainable self-regulated learning.
Keywords: artificial intelligence; academic writing; self-regulated learning; EFL; learner autonomy
