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Learner Agency in Revising GenAI-Generated Statements of Purpose

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Title: Learner Agency in Revising GenAI-Generated Statements of Purpose
Language: English
Authors: Yuanlan Jiang (ORCID 0000-0003-0917-8238), Qian Wu, Yi Yang, Changle Jian, Jing Zhao
Source: British Journal of Educational Technology. 2026 57(4):965-983.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Personal Autonomy, Artificial Intelligence, Position Papers, Revision (Written Composition), Second Language Learning, English (Second Language), College Students, Foreign Countries, Majors (Students), Editing, Writing Attitudes, Academic Language
Geographic Terms: China
DOI: 10.1111/bjet.70041
ISSN: 0007-1013
1467-8535
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508516
Database: ERIC
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  Data: Learner Agency in Revising GenAI-Generated Statements of Purpose
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  Data: <searchLink fieldCode="AR" term="%22Yuanlan+Jiang%22">Yuanlan Jiang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0917-8238">0000-0003-0917-8238</externalLink>)<br /><searchLink fieldCode="AR" term="%22Qian+Wu%22">Qian Wu</searchLink><br /><searchLink fieldCode="AR" term="%22Yi+Yang%22">Yi Yang</searchLink><br /><searchLink fieldCode="AR" term="%22Changle+Jian%22">Changle Jian</searchLink><br /><searchLink fieldCode="AR" term="%22Jing+Zhao%22">Jing Zhao</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Technology%22"><i>British Journal of Educational Technology</i></searchLink>. 2026 57(4):965-983.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Position+Papers%22">Position Papers</searchLink><br /><searchLink fieldCode="DE" term="%22Revision+%28Written+Composition%29%22">Revision (Written Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Editing%22">Editing</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Attitudes%22">Writing Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/bjet.70041
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  Data: 0007-1013<br />1467-8535
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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      – Text: English
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    Subjects:
      – SubjectFull: Personal Autonomy
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Position Papers
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      – SubjectFull: Academic Language
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      – SubjectFull: China
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