AI tools have become increasingly prevalent in foreign language writing education. However, the effects of self-regulated learning (SRL) strategy instruction in AI-assisted writing classes remain relatively underexplored, especially in the Chinese tertiary setting. To fill this gap, the present study examined the effects of an eight-week SRL strategy intervention embedded in an AI-assisted writing course on Chinese EFL learners’ writing performance. A quasi-experimental design was employed with 359 second-year Business English majors from a Chinese college. The experimental group (n = 181) received strategy instruction designed around Zimmerman’s three-phase model of self-regulation, whereas the control group (n = 178) attended the same course without strategy teaching. Writing performance was measured through pre- and post-tests. The results revealed that students’ writing performance was moderate at the pre-test, with no significant difference between the two groups, but the experimental group improved significantly more in overall writing performance. Moreover, the gains were uneven across the dimensions, with the largest improvements in vocabulary and organization, and no significant group difference in mechanics. The findings offer practical implications for AI-assisted L2 and EFL writing instruction.

Wei Lou, Jinghan Chen, Xiaojing Li. Effects of Self-Regulated Learning Strategy Intervention on Chinese EFL Learners' Writing Performance in AI-Assisted Writing Context. Frontiers in Educational Research (2026), Vol. 9, Issue 8: 84-95. https://doi.org/10.25236/FER.2026.090812.

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