Exploring the Relationship Between Self‐Regulated Learning Strategies and Technology Acceptance in GenAI‐Assisted Writing: A Person‐Centered Approach

ABSTRACT Previous studies have demonstrated that self‐regulated learning (SRL) strategies could significantly enhance learners' writing performance. However, the heterogeneity of EFL learners creates diversity in their SRL abilities, and limited investigations have focused on the relation between technology acceptance and use of SRL strategies in GenAI‐assisted contexts. The present study aimed to identify the potential profiles regarding learners’ use of writing strategies for self‐regulated learning (WSSRL) within a GenAI‐assisted context and further explored the relationship between GenAI acceptance and their strategy use across different profiles. Using two self‐administered questionnaires, a total of 835 respondents participated in the study. To examine whether latent profiles existed, latent profile analysis (LPA) was conducted and revealed three WSSRL profiles: struggling navigator profile, developing achiever profile, and strategic practitioner profile. Multinomial logistic regression analysis revealed that (1) social influence was a primary predictor across all identified profiles; (2) willingness to accept could significantly predict the membership of the struggling navigator profile and the developing achiever profile; and (3) perceived humanness could significantly predict the membership of the developing achiever profile and the strategic practitioner profile. The findings might provide both theoretical and pedagogical implications for researchers and practitioners, contributing to the understanding of how GenAI could be integrated into personalized and adaptive writing instruction.