From planning to critical self-regulation: metacognitive strategies in EFL writing assisted by generative artificial intelligence in higher education
DOI:
https://doi.org/10.71112/x761j132Keywords:
Metacognitive strategies, EFL writing, Generative artificial intelligence, Critical self-regulation, Higher educationAbstract
This article analyzes the role of metacognitive strategies in English as a Foreign Language writing mediated by generative artificial intelligence in higher education. Drawing on an oriented documentary review and a comparative analysis of process writing, strategic language learning, and self-regulation models, the study proposes the construct of critical self-regulation. It argues that tools such as ChatGPT may support planning, idea organization, revision, and self-assessment, provided that their use is pedagogically mediated and does not replace learners' authorial responsibility. As a central contribution, the article presents a five-stage model: conscious planning, strategic interaction, critical monitoring, revision and decision-making, and reflective self-assessment. The study concludes that the critical integration of generative AI can strengthen autonomy, discursive voice, and academic responsibility in EFL writing.
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