Understanding EFL learners’ strategies in AIassisted English writing: An activity theory perspective

Abstract

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 adopted the following strategies in their writing processes: directly use L1 prompt or L1-L2 interchangeably to verify the appropriateness (Tools); switch among diverse digital tools to ensure authenticity and seek for perfection (Tools); insert specific requirements provided by teachers or instructors to direct AI in its processing (Rules); revise the AI-generated content to avoid being detected as “plagiarism” (Rules). The usefulness and concerns of using AI were also noted by EFL learners. The findings enriched people’s understanding of activity theory in explaining AI-assisted writing strategies, and highlighted the importance of ethical use of AI in writing practices. Additionally, this study offered practical implications for learners and educators to leverage AI for writing in education.