Self-regulated writing and follow-up questioning in GenAI-supported after-school EFL practice

Purpose Generative artificial intelligence (GenAI) has expanded feedback support in English as a foreign language (EFL) learning, but access to feedback does not necessarily lead to more independent writing regulation. This study examined changes in rural upper secondary students’ reported metacognitive self-regulated writing, follow-up questioning, and revision after GenAI use, and their associations with writing performance.Methodology A mixed-methods single-group pretest–posttest design involved 132 upper secondary students over a semester in a rural EFL context. Data included pretest and posttest questionnaires, self-reported GenAI writing-use records from four writing cycles, writing tasks, and semi-structured interviews. Quantitative data were analyzed using mixed-effects models, a Wilcoxon signed-rank test, and regression analysis. Interview data were analyzed thematically to explain students’ GenAI use during writing and revision.Findings Reported metacognitive self-regulated writing increased unevenly, with the clearest gains in Goal-Oriented Monitoring and Goal-Oriented Evaluating and a smaller gain in Writing Planning. Follow-up questioning and revision after GenAI use increased across cycles. Follow-up questioning, but not revision after GenAI use, was significantly associated with writing improvement. Goal-Oriented Monitoring was also associated with both follow-up questioning and revision after GenAI use.Value The study highlights follow-up questioning in self-regulated feedback use during GenAI-supported after-school EFL writing. Without a comparison group, the observed changes cannot be attributed solely to GenAI-supported practice. The findings suggest supporting students in asking follow-up questions, evaluating GenAI responses, and deciding how to revise. In rural after-school contexts, teacher guidance may help students set feedback goals and use GenAI purposefully before drafting.