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It is implied that ChatGPT may function as a useful tool in the writing process for students, and future studies may explore the long-term effects of AI-assisted writing on students’ independent writing abilities.
Guided by Social Cognitive Theory, this study examines learners’ academic writing strategies drawing on Bandura's (1986) model, and focuses on how environmental, personal and behavioural factors are interdependent in influencing learners' writing. The study employed a quantitative survey design involving 109 undergradu...
Results imply that achievement-oriented students are also more likely to self-regulate their effort and socialise with writing behaviour of others, which indicates an inter-related motivational profile.
Investigating learners’ perceptions of ChatGPT use, their perceptions of the planning, translating, and reviewing stages of writing, and the relationship between ChatGPT and these stages suggest that ChatGPT functions as a complementary tool that supports learners throughout the writing process while preserving the imp...
This study systematically reviews the current evidence on AI in academic writing using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines and contributes a comprehensive synthesis of current research by integrating pedagogical, assessment, and human perspectives through the...
Examination of the relationship between competence, autonomy, and relatedness in academic writing in the context of ChatGPT usage shows positive perceptions of using ChatGPT in improving academic achievement, critical thinking skills, and the motivation of students.
With growing pressure in today’s world, students are facing burnout from meeting academic demands. This may influence students’ motivation and academic engagement, which causes growing concern in higher education. Therefore, this study is conducted to examine the influence of burnout on students’ motivation by integrat...
The study concludes that AI should function as a supportive technology that complements human judgement rather than replacing academic responsibility, providing implications for universities, educators, researchers, students, and policymakers.
The results support the Self-Determination Theory as a valid framework for online learning motivation and show that ChatGPT can promote learners' competence, autonomy, and relatedness if responsibly integrated into online learning settings.
The findings revealed that the students relied on metacognitive and cognitive writing strategies and reflected their high resilience and effort regulation despite showing a lower consistency in regular writing practice, which offers a foundation for more focused instructional interventions in higher education.
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