Inteligencia artificial generativa y escritura autorregulada

In the context of foreign language writing, studies suggest that Generative Artificial Intelligence (GenAI)-assisted learning supports knowledge acquisition and increases motivation (Chen & Gong, 2025). However, its use requires a meticulous implementation due to deficiencies in academic rigor and citation accuracy, as well as the risk of over-reliance (Chen & Gong, 2025; Solak, 2024). Through a quasi-experimental design with pre- and post-intervention measures, this study evaluates the efficacy of a GenAI-mediated pedagogical sequence on argumentative writing performance. Following a process-based writing approach (Flower & Hayes, 1981), 39 second-year English Language Teaching (ELT) students participated in five sessions focused on self-assessment and draft editing. These sessions were assisted by tools such as Gemin (for IELTS rubric-based draft evaluation), Quillbot (for grammar and style correction), and Lextutor (for lexical profiling). The results confirm that GenAI —when integrated into a structured sequence— seems to strengthen L2 writing clarity, making it more precise and readable by optimizing feedback and promoting the critical, self-regulated use of these tools for essay improvement. Furthermore, the high level of student satisfaction with the resources used highlights the importance of fostering digital literacy and enhancing the role of GenAI as a pedagogical complement. This approach promotes the ethical integration of emerging technologies into writing instruction within Higher Education.