Authors: Pham Van Cuong
Abstract
In recent years, artificial intelligence (AI) writing tools have entered English as a foreign language writing classrooms and have created new opportunities for feedback, revision, and learner reflection. However, the value of AI support depends not only on the accuracy of automated suggestions but also on whether learners can plan, monitor, and evaluate their own writing decisions. This proposed study investigates the effect of AI-supported process writing on EFL learners’ metacognitive awareness in writing and explores students’ perceptions of using AI feedback during drafting and revision. The study is designed for intermediate EFL learners who will complete a process-writing intervention in which AI tools are used as supplementary feedback sources rather than as text generators. Data are planned to be collected through a metacognitive awareness questionnaire, students’ writing drafts, semi-structured interviews, and classroom observation notes. The expected contribution of the study is to clarify how structured AI-supported writing activities may encourage learners to become more strategic, reflective, and responsible writers in EFL contexts.
Keywords: AI-supported writing, process writing, metacognitive awareness, EFL learners, writing feedback, student perception