2026· International journal of research and innovation in social science· 0 citations
TL;DR
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.
Abstract
Academic writing is perceived as a challenging task among ESL students as it involves cognitive, metacognitive, and self-regulatory skills. New norms of support in writing processes have been introduced with the emergence of artificial intelligence tools, such as ChatGPT. Therefore, grounded in Albert Bandura’s Social Cognitive Theory, this quantitative study explores how environmental (including these environmental AI shifts), personal cognitive, and behavioural factors influence the students’ academic writing processes. It aims to investigate if there are significant relationships among the three factors based on demographic variables, namely, genders, academic disciplines, and linguistic proficiencies. In addition, the study also examines ESL students’ perceptions of how these factors influence their writing processes. To achieve these, a survey was conducted among 165 ESL students from a Malaysian public university. The data, which was obtained through a 5-point Likert scale questionnaire, was analysed using SPSS. The analyses indicate a significant relationship between personal factors and gender, and different academic disciplines. On the other hand, linguistic proficiencies show a significant relationship across environmental and personal factors. Furthermore, students perceived environmental factors, particularly the use of ChatGPT, as a tool that encourages critical thinking and improves academic performance. The findings also 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. This study offers a foundation for more focused instructional interventions in higher education.
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 undergraduate and postgraduate students in a Malaysian public university. The data were gathered using a structured questionnaire adapted from Raoofi et al. (2017), consisting of 27 items grouped under three main strategy domains: metacognitive, cognitive/effort regulation and social-affective strategies. The data obtained were analysed using descriptive statistics and correlation analysis through SPSS. The findings show that learners reported using metacognitive strategies, particularly for revising and monitoring their writing, while social strategies were used at a moderate level. This correlation analysis shows significant relationships among all three factors, with the strongest between personal and behavioural factors. Overall, the findings reveal the interconnected roles of cognition, action, and the learning environment in academic writing. The study provides pedagogical insights on shaping self-regulated writers and offers directions for further research on developing writing strategies.
Noor Hanim binti Rahmat, Nur Huslinda Che Mat., Norazrin Zamri et al.· International journal of res...· 0 citations
This study explores the influence of Social Cognitive Theory on academic writing and ChatGPT usage among university learners. Specifically, it examines the relationships among environmental, personal, and behavioural factors in academic writing. A quantitative survey was conducted involving 256 respondents from various academic disciplines. The instrument measured environmental factors through ChatGPT usage, critical thinking, academic achievement, and student engagement; personal factors through metacognitive and cognitive writing strategies; and behavioural factors through effort regulation, social, and affective strategies. The findings revealed a significant difference in writing components across gender but no significant difference across disciplines. Learners perceived ChatGPT positively, particularly for translation, idea generation, research support, and engagement. Correlation analysis further showed significant positive relationships among environmental, personal, and behavioural factors. The findings support Social Cognitive Theory by demonstrating that academic writing in AI-supported environments is shaped by the reciprocal interaction between learners’ writing strategies, behaviours, and environmental support.
Madaha Hanafi @ Mohd Ghani, Siti Khadijah Omar, Aina Athirah Rozman Azram et al.· International journal of res...· 0 citations
The emergence of Artificial Intelligence (AI) tools like ChatGPT is changing the nature of academic writing by providing support in generating ideas, developing content, revision and editing. Although writing with AI offers benefits, little is known about its impact on learners’ writing strategies and motivation. Guided by Self-Determination Theory (SDT), this study examines the relationship between competence, autonomy, and relatedness in academic writing in the context of ChatGPT usage. This quantitative study involved 126 respondents from higher educational institutions. A 43-item Likert-scale questionnaire adapted from Raoofi et al. (2017) and Youssef et al. (2024) was used to collect data. The questionnaire was based on three constructs: autonomy, relatedness, and competence and showed high internal consistency (Cronbach’s α = .937). Data were analysed using descriptive, inferential, and correlation analyses in SPSS. Results show positive perceptions of using ChatGPT in improving academic achievement, critical thinking skills, and the motivation of students. Moreover, participants used metacognitive, cognitive, and effort-regulating writing strategies frequently. ChatGPT is a potential scaffold for supporting learners’ writing development, but it also motivates them by increasing their competence, autonomy, and relatedness.
Julina Munchar, T. A. Buhari, Sharifah Shahnaz Syed Husain et al.· International journal of res...· 0 citations
Findings carry pertinent pedagogical implications, suggesting that higher education practitioners should systematically integrate AI scaffolding into writing instruction to enhance self-regulated learning and writing behaviors.
Amirah Athirah Amir Yazid, N. Hasni, M. S. Y. Shak et al.· International journal of res...· 0 citations
The increasing use of generative artificial intelligence (AI), particularly ChatGPT, has transformed academic writing in higher education by supporting idea generation, drafting, revision, and language improvement. However, limited research has examined learners’ perceptions of ChatGPT across different stages of the writing process. Therefore, this study investigated learners’ perceptions of ChatGPT use, their perceptions of the planning, translating, and reviewing stages of writing, and the relationship between ChatGPT and these stages. This quantitative survey study involved 186 tertiary students selected through convenience sampling. Data were collected using a 43-item five-point Likert scale questionnaire adapted from Raoofi et al. (2017) and Youssef et al. (2024), comprising three sections: demographic profile, writing process, and ChatGPT. The findings revealed that learners generally perceived ChatGPT positively and reported positive perceptions towards all three writing stages. Correlation analysis showed a moderate significant positive relationship between ChatGPT and planning, as well as weak significant positive relationships between ChatGPT and translating and reviewing. The findings suggest that ChatGPT functions as a complementary tool that supports learners throughout the writing process while preserving the importance of cognitive and strategic writing behaviours. The study provides insights for the effective and responsible integration of ChatGPT in higher education writing instruction.
Izlin Mohamad Ghazali, Hidayu Shafie, Nurul Nadiah Dewi Faizul Ganapathy et al.· International journal of res...· 0 citations
In today’s world, the use of artificial intelligence tools such as ChatGPT, Gemini, and Perplexity has transformed the landscape of academic writing and learning. It is seen as something that is indispensable in both academic and non-academic settings. This study examined the relationship between ChatGPT use and the thinking process in writing among undergraduates. Specifically, the study investigated differences based on gender and academic discipline and examined learners' perceptions of the phonological loop, episodic buffer, visuo-spatial sketchpad, and ChatGPT. The study also explored the relationship between ChatGPT and the thinking process in writing. Data were collected from 127 university students using purposive sampling through a structured questionnaire. This study stems from the Working Memory Theory by Baddeley and Hitch (1974). The study investigates three components of the thinking process in writing: the phonological loop, the episodic buffer, and the visuo-spatial sketchpad. The instrument consisted of three sections, including the demographic profile, and this five-point Likert scale questionnaire was adapted from Raoofi et al. (2017) and Youssef et al. (2024). Data were analysed using SPSS, and the findings revealed no statistically significant differences in ChatGPT usage and the thinking processes in writing across gender and disciplines. Respondents demonstrated positive perceptions towards the use of metacognitive, effort regulation, and cognitive strategies in writing, alongside favourable perceptions of ChatGPT in supporting critical thinking, academic achievement, and engagement. 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.
Nur Maizura Lin, Puspalata C. Suppiah, Suzana Hamzah et al.· International journal of res...· 0 citations
