THE IMPACT OF GENERATIVE AI TOOLS (E.G., CHATGPT) ON DEVELOPING AUTONOMOUS WRITING SKILLS IN EFL CLASSROOMS
Keywords:
generative AI; autonomous writing; EFL classrooms; revision behavior; metacognitive self-regulation; academic integrity; feedback literacyAbstract
This study examines how generative AI tools such as ChatGPT influence the development of autonomous writing skills in EFL classrooms, with a focus on balancing scaffolded support and independent performance. The aim is to identify patterns through which AI-mediated feedback affects planning, drafting, revising, and self-regulation in academic writing. A mixed-method design was applied, combining a quasi-experimental comparison of two instructional conditions with discourse-based analysis of student drafts and reflective logs. The novelty lies in operationalizing autonomy as a measurable composite of self-initiated revision density, metacognitive strategy reporting, and source-aware paraphrasing quality under controlled classroom constraints. Findings indicate that guided AI use can accelerate revision cycles and lexical diversification, but may also reduce originality indices when prompting practices are unstructured. The article contributes a pedagogical model for responsible AI integration and proposes assessment indicators that distinguish assisted performance from internalized writing competence in EFL contexts.
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