The Shared Scaffold: A Metacognitive Framework of AI’s Influence on Self-Regulated Writing

The integration of Artificial Intelligence (AI) tools such as ChatGPT and writing needs systematic self-regulation to encourage authentic learning despite transforming the writing process in the fast-changing field of digital pedagogy. Although current studies have extensively documented AI capabilities, there is a theoretical gap in our knowledge of how learners systematically regulate their cognition and behaviour when working with generative AI. This conceptual paper proposes an integrated model of Pintrich Self-Regulated Learning (SRL) and Raoofi et al. taxonomy of L2 writing strategies. The framework maps four phases of regulation, forethought, monitoring, control and reflection, against specific cognitive and metacognitive writing strategies adapted to AI environments that describes how learners can design prompts intentionally, check the accuracy of AI-generated responses, guide the path of their writing, and think about their revised writings. Ultimately, the framework offers a theory-based template for AI transforming change from a shortcut into a cognitive scaffold. This paper foregrounds active learner agency as a priority, rather than passive dependence on AI, and provides educators and researchers with a framework for promoting critical thinking, maximizing writing performance, and supporting autonomous and digitally mediated literacy learning in higher education.

self-regulated learning, writing strategies, AI

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