Sustaining Effort in AI-Assisted Writing: Relationships Among Effort Regulation, Writing Strategies, and Perceptions of ChatGPT

Abstract

Academic writing requires learners to regulate their effort while employing appropriate strategies to manage complex cognitive and linguistic demands. The increasing use of ChatGPT has also introduced new forms of assistance into the writing process. This study examined students’ effort regulation, writing strategies, and perceptions of ChatGPT, as well as differences according to field and level of study and relationships among the three variables. A quantitative survey design was employed with a convenience sample of 148 diploma and degree students from Science and Technology and Social Sciences and Humanities. Data were collected using a reliable 43-item, five-point Likert-scale questionnaire adapted from Raoofi et al. (2017) and Youssef et al. (2024). Descriptive statistics, independent-samples t-tests, and Pearson correlation analyses were conducted. The findings revealed no significant difference in the use of writing strategies according to field of study, although degree students reported greater strategy use than diploma students. Perceptions of ChatGPT differed significantly according to both field and level of study, with Social Sciences and Humanities and degree students reporting more positive perceptions. Learners demonstrated positive effort regulation, frequently employed writing strategies, and generally viewed ChatGPT positively. Strong positive relationships were found between effort regulation and writing strategies and between effort regulation and perceptions of ChatGPT. The findings highlight the importance of integrating training for effort regulation, explicit instruction of writing strategies, and guided use of ChatGPT to support strategic and independent writing development.