How Does AI Work as a “Game Changer”? Self-Determination and Influencing Factors in EFL Students’ Use of AI for Academic Writing

Abstract

Generative artificial intelligence (AI) has been recognised as a “game changer” in academic writing, a long-standing challenge for learners of English as a Foreign Language (EFL). However, how EFL learners use AI tools and which factors influence this use, prerequisites for reshaping academic writing pedagogy in the age of AI, remain underexplored. Drawing on Self-Determination Theory (SDT) and its three constructs of autonomy, competence, and relatedness, this study investigates EFL students’ motivations for using AI tools in academic writing and how age, gender, study level, proficiency, discipline, and institution shape their use. Using a validated SDT questionnaire designed for academic writing purposes, the study reports findings from 314 survey respondents and seven follow-up interviews across three Vietnamese universities. Results show no significant differences by gender or age, nor between undergraduate and postgraduate students. However, language proficiency affects autonomy and competence but not relatedness. Discipline and institution emerged as statistically significant variables across all three constructs. These findings highlight the need for tailored AI literacy support aligned with differentiated EAP pedagogical strategies and institutional policies that recognise disciplinary, linguistic, and contextual diversity and accommodate students’ varying proficiency levels. Attention should be given to higher-order skills and strategy-and exam-oriented writing tasks prominent in EFL contexts. In response to the need to advance inclusive EAP pedagogies and instructional responses, this study offers key pedagogical recommendations for developing human-centred academic writing pedagogy in EFL settings in the age of AI.