This study explores the role of ChatGPT in enhancing English as a Foreign Language (EFL) students’ engagement in academic writing. Writing remains a complex skill for EFL learners, often constrained by linguistic limitations, low confidence, and insufficient feedback in traditional classrooms. Drawing on theories of student engagement, self-regulated learning, and sociocultural scaffolding, this study examines how ChatGPT shapes learners’ cognitive, emotional, and behavioural engagement during the writing process. Adopting a qualitative design, data were collected from graduate students in an English Language Education program at Universitas Negeri Semarang through semi-structured interviews and reflective journals. The findings indicate that ChatGPT supports idea development, organization, and revision, thereby strengthening cognitive engagement. It also reduces writing anxiety and fosters confidence, contributing to more positive emotional engagement. In addition, students demonstrate greater persistence and active participation in writing tasks, reflecting enhanced behavioural engagement. However, the study also identifies concerns related to overreliance on AI, which may limit critical thinking and learner autonomy. Overall, the findings highlight the need for a balanced and pedagogically guided integration of AI tools in EFL writing instruction.
Ahmed et al. (2026) studied this question.