Q methodological study examines EFL learners' motivation profiles in GenAI-assisted writing, suggesting tailored instructional approaches.
The key role of generative artificial intelligence (GenAI) in English language learning has been widely examined, yet English as a Foreign Language (EFL) learners' cognitive and affective experiences in GenAI‐assisted academic writing (GenAI‐AW) remain underexplored. This study aims to investigate the motivation and enjoyment profiles of EFL learners engaged in such contexts. Employing a Q methodological approach, this study involved 16 participants (six PhD candidates and 10 master's students) from diverse disciplinary backgrounds. Participants were asked to individually complete a 25‐statement Q‐sorting grid, which was followed by semi‐structured interviews to gain deeper qualitative insights. The analysis revealed four distinct learner profiles: Enthusiastic Integrators, Task‐Oriented Pragmatists, Conditional Adopters , and Self‐Directed Writers . Furthermore, the interview data illuminated the individual and contextual antecedents shaping these distinct profiles. The findings highlight the nuanced affective and motivational experiences of EFL learners using GenAI tools. The study offers practical implications for designing differentiated approaches to GenAI integration in EFL academic writing instruction.
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Zhang et al. (2026) studied this question.
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