Supporting Self-Regulated Writing in EFL Classrooms with ChatGPT: A Small-Scale Classroom Study
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E7/2026-18Keywords:
ChatGPT, EFL writing, self-regulated learning, self-monitoring, writing revisionAbstract
Generative AI tools are becoming common in language education, but their use in EFL writing classes still needs careful guidance. This study examines how ChatGPT supports self-regulated writing in an EFL classroom, with a focus on the performance phase. Ten Vietnamese EFL university leaners at A2–B1 level completed a short classroom-based writing activity. They wrote an initial draft, used a self-monitoring checklist, interacted with ChatGPT through focused prompts, recorded their revision decisions, and produced a revised draft. The data included initial and revised drafts, prompt logs, self-monitoring checklists, revision decision logs, and short reflections. The findings show that ChatGPT helped learners check clarity, coherence, grammar, vocabulary, and sentence expression while writing. The mean writing score increased slightly from 6.60 to 6.96. However, the improvement was limited and was mainly found at the sentence level. Some learners also depended on ChatGPT suggestions when they lacked confidence. The study suggests that ChatGPT can support drafting and self-monitoring during the performance phase when it is used with teacher guidance, focused prompts, and clear revision tasks.
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Copyright (c) 2026 Tuong Thi Xuan Thu, Dang Thi Kim Giao (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
