Writing Development and SRL Awareness in GenAI-Supported EFL Writing: Associations with Revision Behaviors

Abstract

This study examined changes in writing performance and self-regulated learning (SRL) awareness among 82 university students using a GenAI-supported English as a Foreign Language (EFL) writing system with SRL scaffolding. Results showed significant improvements in writing performance and increased intrinsic value, a motivational subcomponent of SRL. Submission frequency predicted post-test writing performance beyond baseline levels. Lag sequential analysis further revealed that high improvement was associated with significant behavioral transitions from evaluative monitoring to revision. These findings suggest that writing development in GenAI environments depends not only on the amount of system use but also on how revision processes are structurally enacted within an SRL-informed design.