Generative AI and Composing Strategies Employed by EFL Writers: Is AI a Double-edged Sword?

The integration of AI tools like ChatGPT in language education presents both opportunities and challenges. This mixed-methods study examined the impact of AI on composing strategies and writing performance among 87 upper-intermediate Iranian EFL learners, randomly assigned to a traditional group (n=43) and an AI group (n=44). Both groups completed IELTS Writing Task 2 as pre- and post-tests; the AI group used ChatGPT during the post-test. Concurrent think-aloud protocols, supported by training and video demonstrations, were used to analyze writing strategies, while reflective journals provided qualitative insights. Results showed the AI group achieved significantly higher post-test scores but employed fewer cognitive, rhetorical, metacognitive, communicative, and socio-affective writing strategies, indicating reduced strategic engagement. Thematic analysis revealed learners’ ambivalence: they valued AI for efficiency and personalized feedback but expressed concerns about authenticity, creativity, equity, and academic integrity. The findings suggest that while AI can enhance writing performance, over-reliance may hinder critical skill development. The study advocates for critical AI literacy, emphasizing scaffolded, ethical AI integration aligned with Vygotskian principles. Educators should prioritize personal voice, originality, and higher-order thinking to ensure AI supports, rather than substitutes, the writing process.