Journal Paper Published

Can GenAI help undergraduate students become independent writers? An intervention study on its effects on writing motivation, feedback literacy, and self-regulated learning strategies

Lu, Q., Yao, Y., Xiao, L., Zhu, X., & Yin, H.* (2026). Can GenAI help undergraduate students become independent writers? An intervention study on its effects on writing motivation, feedback literacy, and self-regulated learning strategies. Educational Psychology.

DOI: https://doi.org/10.1080/01443410.2026.2654526

Abstract

This mixed-methods study adopts a longitudinal perspective to investigate whether and how GenAI-supported feedback practice influences students’ writing motivation, feedback literacy, and self-regulated learning (SRL) strategy use, three aspects essential for developing as independent writers. Participants were 61 Chinese undergraduates enrolled in an academic writing program. Quantitative and qualitative findings revealed a differentiated pattern of change across the three domains: writing interest increased, while self-efficacy showed only slight gains; feedback literacy improved in appreciating feedback, managing affect, and taking action, but showed limited improvement in acknowledging feedback sources and making judgments; and SRL strategy use improved in text-generating and revising, with modest gains in planning but a slight decline in self-monitoring. Together, these findings provide nuanced insights into how GenAI-mediated feedback settings can both support and constrain students’ development as independent writers, highlighting the need for pedagogical scaffolding and ethical guidance.

Keywords

Generative artificial intelligence, writing motivation, feedback literacy, self-regulated learning strategy use