Keywords
English major
Academic writing
Metacognition
Self-regulated learning
Published : 2026-08-13
Abstract
In the context of digital education, academic writing instruction for English majors faces practical challenges such as students’ weak metacognitive abilities and insufficient self-regulation skills, making traditional writing feedback models inadequate for fostering higher-order academic competencies. Grounded in self-regulated learning theory, this study integrates AI-powered writing feedback tools into English academic writing training, establishing cognitive scaffolding and cyclical reflection mechanisms to optimize the professional writing training framework. Through empirical investigation conducted in accordance with academic writing textbook standards, the study demonstrates that intelligent feedback effectively mitigates writing-related cognitive biases and comprehensively enhances both metacognitive abilities and self-regulation skills among English majors.
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