个性化 GenAI 教练与二语写作自我调节：一项九周主动对照研究

ORIGINAL RESEARCH article

Front. Psychol.

Sec. Educational Psychology

• University of Science Malaysia (USM), Penang, Malaysia

Abstract

Personalized rationale is an explanation of why a metacognitive strategy is relevant to a learner’s current writing. This study compared a personalized GenAI coaching package with template-based adaptive metacognitive prompting (AMP) in a nine-week randomized study of Chinese EFL undergraduates. Ninety-two participants completed pretest, posttest, and three-week delayed posttest assessments. Both conditions used the same Doubao LLM, interface, and trigger infrastructure. The AMP-Agent condition combined an essay-specific observation, personalized rationale, and an open-ended question; the AMP condition used template prompts. Analyses of questionnaire item responses found Group × Time interactions for self-regulated learning (SRL; p = .019) and GenAI dependency (p = .010), which also survived a retrospective Holm sensitivity correction across the three total outcomes. The SRL total contrasts at posttest and delayed posttest did not survive Bonferroni correction across time points. Self-reported GenAI dependency questionnaire scores were lower in the AMP-Agent group at both later assessments after this correction. Evidence for different writing-score trajectories was insufficient (interaction p = .101). None of five highlighted behavioral transitions survived correction across 20 transition comparisons. The findings support a difference in self-reported regulation and dependency trajectories between the two prompting packages, while leaving the contribution of rationale alone, sustained writing benefits, and psychological mechanisms unresolved.

Keywords

Adaptive Learning, Learning analytics, Metacognitive prompting, Personalized GenAI coaching, self-regulated learning

Received

09 June 2026

Accepted

02 October 2026

Copyright

© 2026 YUAN. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

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