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Description
GenAI is increasingly used in EFL writing revision, but its effective use requires both the ability to evaluate AI-generated feedback and the capacity to regulate revision decisions. This study examines the relationship between GenAI literacy and self-regulated learning (SRL) among English-major students at Dong Nai University. The study will adopt an explanatory sequential mixed-methods design. Approximately 300 students will complete questionnaires on GenAI literacy and writing-specific SRL. Data will be analysed using Cronbach’s alpha, confirmatory factor analysis, Pearson correlations, and multiple regression. Semi-structured interviews will then be conducted with 8–12 purposefully selected students to explain the quantitative findings and explore how they evaluate GenAI feedback and manage their revision processes. GenAI literacy is expected to be positively associated with SRL, particularly through functional use and critical evaluation. The qualitative findings are expected to reveal how students evaluate and respond to GenAI feedback, as well as challenges in monitoring it and maintaining authorial control. The study may help EFL teachers promote more critical, purposeful, and independent use of GenAI feedback.
