Learner Agency in Revising GenAI-Generated Statements of Purpose
Saved in:
| Title: | Learner Agency in Revising GenAI-Generated Statements of Purpose |
|---|---|
| Language: | English |
| Authors: | Yuanlan Jiang (ORCID |
| 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 |
| 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. |
|---|---|
| ISSN: | 0007-1013 1467-8535 |
| DOI: | 10.1111/bjet.70041 |
