Understanding EFL student writers’ metacognitive awareness in utilizing ChatGPT

Understanding metacognition in using generative artificial intelligence (GenAI) for academic writing is a research gap. This mixed-method study of combining survey data with interview insights aims to bridge this gap of understanding EFL learners' metacognitive awareness in utilizing ChatGPT for EFL academic writing feedback and their metacognitive practices and experiences in using ChatGPT to obtain feedback for writing. The research involved 452 EFL undergraduate students enrolled in a semester-long writing course. The quantitative analysis confirmed the validity of the metacognitive awareness scale, providing a robust measure for assessing learners' awareness in using ChatGPT for writing. Complementing these findings, the qualitative analysis of interview data offered a detailed understanding of students' metacognitive awareness. The results revealed varied levels of metacognitive awareness in GenAI use, ranging from simply copying words generated by ChatGPT to effectively leveraging the tool for writing feedback and improvement. These findings underscore the complex interplay between ChatGPT and human writers, emphasizing the need for ethical considerations in its use. The study highlights a need to foster metacognitive awareness to ensure students’ engagement with ChatGPT responsibly, using it as a tool for writing rather than as a substitute for genuine effort.