Speaker's Abstract

Title:
"Co-regulated learning with GenAI: English academic writing in EMI higher education"

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The advent of GenAI has reshaped English academic writing into a collaborative process between learners and GenAI tools to negotiate meaning and co-construct written work. Research on self-regulated learning (SRL) has largely framed L2 writing as an individual process, in which students regulate their cognition, affect, motivation, and behavior to achieve writing goals. However, when human writers and GenAI form a hybrid intelligence, co-regulated learning (CoRL) becomes necessary to capture the interactive dynamics and distributed regulation between writers and GenAI tools.

The present study adopts Hadwin et al.’s (2017) CoRL framework to investigate the collaborative regulatory patterns in L2 writer–GenAI dyads. Data were collected from 20 undergraduate students at an English-medium instruction (EMI) university in China, including learner–AI interaction logs (235 entries) and stimulated recall interviews (676 minutes) over a 12-week period. Analysis of the log data revealed differences in collaborative patterns in terms of both quantity (number of turn-taking instances) and quality (prompt functions) across the three writing stages: pre-writing, while-writing, and post-writing. Stimulated recall interviews identified CoRL writing strategies used during these stages. The most frequently used strategies included co-planning in the pre-writing stage and co-problem solving in the while-writing stage. These strategies reflected students’ metacognitive use of GenAI, often observed in episodes where they requested guidance or model thinking. Based on these findings, we offer pedagogical suggestions for fostering learners’ CoRL strategic competence that promotes responsible GenAI use in EMI contexts.