Learner agency in revising GenAI-generated statements of purpose

IF 13 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

British Journal of Educational Technology Pub Date : 2026-06-12 Epub Date: 2026-01-09 DOI:10.1111/bjet.70041

Yuanlan Jiang, Qian Wu, Yi Yang, Changle Jian, Jing Zhao

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引用次数: 0

Abstract

This study investigates how English as a foreign language (EFL) learners enact their agency in revising generative AI (GenAI)-generated academic texts, in this case the statement of purpose, or SOP. Conducted at a key university in Southern China, the study involved 121 English-major students. This study included two phases. First, we used the Curriculum Vitae (CVs) submitted by the participants to generate SOP drafts through a standardized prompt in ChatGPT-4. Second, the participants acted as evaluators and editors, engaging with the GenAI-generated SOPs to varying extents. Nine of the participants attended semi-structured retrospective interviews. Textual comparison of original and final SOPs was conducted to identify patterns of agency, non-parametric analysis was performed between learners' ratings and their identified agentic patterns, and thematic analysis was applied to the interview data. The study revealed three agentic revision patterns: compliance-oriented acceptance, form-oriented modification, and content-oriented innovation. Differences in learners' ratings of GenAI-generated SOPs were found across the three patterns. Two factors influenced these patterns: authentic voice versus GenAI-constructed textual voice and enthusiasm to present intentions. The study suggests that empowering EFL learners to activate their agency in using GenAI tools enhances their academic writing and supports them in meeting specific task requirements.

Practitioner notes

What is already known about this topic

EFL learners often face challenges in academic writing, particularly in incorporating GenAI-generated material effectively.
Agency in revision processes is important for EFL learners using GenAI tools.
Previous research highlights the potential of GenAI in supporting writing tasks, but there is limited insight into how EFL learners express their agency during revisions of GenAI-generated content.

What this paper adds

This study explored how EFL learners enact their agency when revising GenAI-generated academic texts (ie, SOPs).
We identified three specific patterns of agency enactment during the revision process, namely, compliance-oriented acceptance, form-oriented modification, and content-oriented innovation.
The research highlighted factors influencing these agency patterns, including authentic voice versus GenAI-constructed textual voice and enthusiasm to present intentions.

Implications for practice and/or policy

Educators should promote learner agency by encouraging students to recognize and manage their revision strategies, including acceptance, modification, and innovation while using GenAI tools, through instructional strategies that empower effective agency.
EFL writing instructors should develop critical thinking skills and encourage learners to develop their unique authorial voice, particularly when revising personal and complex texts (e.g., SOPs) to avoid overreliance on GenAI.
Teachers should guide learners in balancing their authentic identities with GenAI enhancements, ensuring students remain the agents in shaping their voices and conveying the emotional resonance of their experiences in their SOPs.

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学习者在修改genai生成的目的陈述中的代理作用

本研究探讨了英语作为外语（EFL）学习者如何在修改生成人工智能（GenAI）生成的学术文本（在本例中是目的陈述，或SOP）时发挥他们的代理作用。这项研究在中国南方一所重点大学进行，涉及121名英语专业的学生。本研究包括两个阶段。首先，我们使用参与者提交的简历，通过ChatGPT-4中的标准化提示生成SOP草稿。其次，参与者扮演评估者和编辑者的角色，在不同程度上参与genai生成的标准操作程序。九名参与者参加了半结构化的回顾性访谈。通过对原始和最终标准操作程序的文本比较来识别代理模式，对学习者的评分和识别出的代理模式进行非参数分析，并对访谈数据进行主题分析。研究揭示了三种代理修改模式：以顺从为导向的接受、以形式为导向的修改和以内容为导向的创新。在三种模式中，学习者对genai生成的标准操作程序的评分存在差异。两个因素影响了这些模式：真实的声音与基因构建的文本声音和表达意图的热情。研究表明，让英语学习者在使用GenAI工具时激活他们的能动性可以提高他们的学术写作水平，并帮助他们满足特定的任务要求。英语学习者在学术写作中经常面临挑战，特别是在有效地整合基因人工智能生成的材料方面。对于使用GenAI工具的英语学习者来说，在复习过程中的代理是很重要的。先前的研究强调了GenAI在支持写作任务方面的潜力，但对英语学习者在修改GenAI生成的内容时如何表达他们的能动性的了解有限。本研究探讨了英语学习者在修改genai生成的学术文本（即标准操作程序）时如何发挥他们的能动性。在修订过程中，我们确定了三种具体的机构制定模式，即以合规为导向的接受模式、以形式为导向的修改模式和以内容为导向的创新模式。该研究强调了影响这些代理模式的因素，包括真实声音与基因人工智能构建的文本声音和表达意图的热情。对实践和/或政策的启示教育工作者应该鼓励学生认识和管理他们的复习策略，包括在使用GenAI工具时的接受、修改和创新，通过授权有效代理的教学策略来促进学习者代理。英语写作教师应该培养批判性思维技能，并鼓励学习者发展他们独特的作者声音，特别是在修改个人和复杂的文本（如标准操作程序）时，以避免过度依赖GenAI。教师应该引导学习者平衡他们的真实身份和GenAI的增强，确保学生仍然是塑造他们的声音和传达他们在sop中经历的情感共鸣的主体。

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来源期刊

British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.60

自引率

4.50%

发文量

111

期刊介绍： BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.