Understanding EFL learners’ strategies in AI-assisted English writing: An activity theory perspective

• Autores: Tingting Xu, Fang Huang, Timothy Teo
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 13, 2025 (Ejemplar dedicado a: Integrating Innovative Technologies into Technology-Assisted Language Learning (TALL) Environments: Insights, Applications, and Impacts), págs. 69-87
• Idioma: inglés
• DOI: 10.30827/portalin.viXIII.32849
• Enlaces
  • Texto completo (pdf)
• Resumen

  • Despite the growing interest in investigating the application of artificial intelligence (AI) in education, few studies unpacked strategies that English as a foreign language (EFL) learners have adopted when using AI to assist writing. The current study drew upon Activity Theory and explored EFL learners’ strategies for interacting with AI in completing writing tasks. Screen shots, chat logs, and semi-structured interviews were collected and analysed. The findings indicated EFL learners adopt directly L1 prompt or L1-L2 interchangeably to double check the appropriateness; switch among diverse digital tools to ensure authenticity and seek for perfection; feed AI with specific requirements from instructors to direct AI in its processing; revisit integrity of AI usage in writing; and treat AI and EFL learners as assistants and task performers reciprocally. The findings enriched people’s understanding of Activity Theory in explaining AI-assisted writing strategies, and emphasized the importance of academic integrity in learners’ AI-assisted writing practices. This study also offers practical implications for policymakers and educators to leverage AI for writing in education.

• Referencias bibliográficas
  • Almanea, M. (2024). Instructors’ and learners’ perspectives on using ChatGPT in English as a foreign language courses and its effect on academic...
  • Alsager, H. (2024). To look from another window in education: Artificial intelligence-assisted language learning and its reflections on academic...
  • Aydin, Ö., & Karaarslan, E. (2023). Is ChatGPT leading generative AI? What is beyond expectations? What is beyond expectations? Academic...
  • Barrot, J. S. (2023). Using ChatGPT for second language writing: pitfalls and potentials. Assessing Writing, 57, 100745. https://doi.org/10.1016/j.asw.2023.100745
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  • Chaka, C. (2024). Reviewing the performance of AI detection tools in differentiating between AI-generated and human-written texts: A literature...
  • Chen, Z., Chen, W., Jia, J., & Le, H. (2022). Exploring AWE-supported writing process: An activity theory perspective. Language Learning...
  • Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations...
  • Creswell, J. W., & Creswell, J. D. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage.
  • Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational...
  • Deng, X., & Yu, Z. (2023). A meta-analysis and systematic review of the effect of chatbot technology use in sustainable education. Sustainability,...
  • Derakhshan, A. (2025). EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their...
  • Derakhshan, A., & Taghizadeh, M. S. (2025). Does artificial intelligence (AI) nurture or hinder language learners’ higher-order thinking...
  • Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Orienta-Konsultit.
  • Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gašević, D. (2024). Beware of metacognitive laziness: Effects...
  • Guo, K., Li, Y., Li, Y., & Chu, S. K. (2023). Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective....
  • Guo, K., Wang, J., and Chu, S. K. W. (2022). Using chatbots to scaffold EFL students’ argumentative writing. Assessing Writing, 54, 100666....
  • Huang, F. (2024). Examining foreign language teachers’ information literacy: Do digital nativity, technology training, and fatigue matter?....
  • Huang, F., & Zou, B. (2024). English speaking with artificial intelligence (AI): The roles of enjoyment, willingness to communicate with...
  • Huang, F., Teo, T., & Zhou, M. (2019). Factors affecting Chinese English as a Foreign Language teachers’ technology acceptance: A qualitative...
  • Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review...
  • Jin, F., Lin, C.-H., & Lai, C. (2025). Modeling AI-assisted writing: How self-regulated learning influences writing outcomes. Computers...
  • Kamali, J., Alpat, M.F., & Bozkurt, A. (2024). AI ethics as a complex and multifaceted challenge: decoding educators’ AI ethics alignment...
  • Karanasios, S., Nardi, B. A., Spinuzzi, C., & Malaurent, J. (2021). Moving forward with activity theory in a digital world. Mind, Culture,...
  • Kim, H. S., & Kim, T.-Y. (2021). Impact of motivational languaging activities on novice English teachers’ motivation: An activity theory...
  • Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: systematic literature review. International Journal...
  • Lee, J. (2021). ESL learners’ writing as a window onto discourse competence. Porta Linguarum: revista internacional de didáctica de las lenguas...
  • Leontöev, A. N. (1981). Problems of the development of the mind. Progress Press.
  • Li, F., & Tian, L. (2024). Translation practice and competence enhancement in the age of AI: Applying ChatGPT to translation education....
  • Li, X., & Xu, J. (2023). Understanding tertiary EFL teacher learning and identity development: a cultural-historical activity theory perspective....
  • Liang, J., Huang, F., & Teo, T. (2024). Understanding Chinese university EFL learners’ perceptions of AI in English writing. International...
  • Memarian, B., & Doleck, T. (2023). Fairness, accountability, transparency, and ethics (FATE) in artificial intelligence (AI) and higher...
  • Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and...
  • Nguyen, A., Hong, Y., Dang, B., & Huang, X. (2024). Human-AI collaboration patterns in AI-assisted academic writing. Studies in Higher...
  • Nosratinia, M., & Razavi, F. (2016). Writing complexity, accuracy, and fluency among EFL Learners: Inspecting their interaction with learners’...
  • Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Sciences Research, 34, 1189–1208.
  • Pongrácz, P., & Camerlink, I. (2023). Preserving ethics and integrity of scientific writing and reviewing after the advent of generative...
  • Susnjak, T., & McIntosh, T. R. (2024). ChatGPT: The end of online exam integrity? Education Sciences, 14(6), 656. https://doi.org/10.3390/educsci14060656
  • Tankelevitch, L., Kewenig, V., Simkute, A., Scott, A. E., Sarkar, A., Sellen, A., & Rintel, S. (2024). The metacognitive demands and opportunities...
  • Teo, T., Zhou, M., Fan, A., & Huang, F. (2019). Factors that influence university students’ intention to use Moodle: a study in Macau....
  • Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian...
  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  • Woo, D. J., Guo, K., & Susanto, H. (2025). Exploring EFL students’ prompt engineering in human–AI story writing: an activity theory perspective....
  • Woo, D. J., Wang, Y., Susanto, H., & Guo, K. (2023). Understanding English as a foreign language students’ idea generation strategies...
  • Wu, L., Wu, Y., & Zhang, X. (2021). L2 learner cognitive psychological factors about Artificial Intelligence writing corrective feedback....
  • Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions....
  • Xin, Z., & Derakhshan, A. (2025). From excitement to anxiety: Exploring English as a Foreign Language learners’ emotional experiences...
  • Yan, D. (2023). Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation. Education and Information Technologies,...
  • Yeo, M. A. (2023). Academic integrity in the age of Artificial Intelligence (AI) authoring apps. TESOL Journal, 14(3), e716. https://doi.org/10.1002/tesj.716
  • Yu, S., & Lee, I. (2016). Exploring Chinese students’ strategy use in a cooperative peer feedback writing group. System, 58, 1–11. https://doi.org/10.1016/j.system.2016.02.005
  • Zare, J., Ranjbaran Madiseh, F., & Derakhshan, A. (2025). Generative AI and English essay writing: Exploring the role of ChatGPT in enhancing...
  • Zhang, C., Ma, X., & Lee, I. (2025). Perspectives on potential plagiarism triggered by AI among Chinese university students. The Asia-Pacific...
  • Zou, M., & Huang, L. (2023). To use or not to use? Understanding doctoral students’ acceptance of ChatGPT in writing through technology...
  • FUNDING INFORMATION:
  • This study was supported by the Shanghai Social Science Planning Project ‘Factors Influencing University Foreign Language Teachers’ Acceptance...