Metacognitive Strategies of Postgraduate Students Using ChatGPT for English Academic Writing

• In Event: AERA Roundtable Session Wednesday 9:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Researching the Integration of AI and Writing (Table 11)

Abstract

This study investigates the metacognitive strategies used by postgraduate students when employing ChatGPT for L2 English academic writing. Thirteen Chinese L2 English learners at a Hong Kong public university participated, with data collected from human-AI chat logs, audio recordings, and semi-structured interviews. Using deductive and inductive coding, the study identified strategies common in other educational settings, such as planning, monitoring, evaluating, debugging, and information management. Additionally, unique strategies specific to AI-supported writing were found, including evaluating the roles of AI and humans, assessing information accuracy, and critically evaluating AI tools for originality and reliability. The study underscores the importance of developing students' critical thinking and metacognitive skills for effective AI tool utilization in academic writing.

Authors

• Yuan Yao, Hong Kong Polytechnic University

• Yiwen Sun, Hong Kong Polytechnic University

• Xinhua Zhu, Hong Kong Polytechnic University