Examining Behavioural Intentions, Metacognitive Regulation, and GenAI ‐Assisted EFL Writing Performance

ABSTRACT

Despite the growing use of GenAI in English as a foreign language (EFL) writing, research on the interplay between learners' behavioural intentions and GenAI‐assisted writing performance remains scarce. To address this gap, the present study integrates the theory of planned behaviour with social cognitive theory of self‐regulation to examine how behavioural intentions relate to writing performance and the mediating role of metacognitive regulation. A total of 174 participants completed instruments assessing metacognitive regulation and behavioural intentions before engaging in GenAI‐supported writing tasks. Data were analysed via structural equation modelling (SEM) and Elastic Net regression in R. Results indicated that, while behavioural intentions were significantly predicted by learners' attitudes and perceived behavioural control, they did not directly translate into GenAI‐assisted writing performance. Importantly, evaluation mediated the relationship between behavioural intentions, grounded in attitudes and perceived behavioural control, and writing outcomes. In contrast, planning exerted a negative mediating effect in the pathway from behavioural intentions to GenAI‐assisted writing performance, whereas monitoring showed no significant mediating effect. Moreover, evaluation emerged as the strongest predictor of learners' intentions and GenAI‐assisted writing performance. These findings advance a theoretical integration, providing empirical insights into how metacognitive regulation can optimize the effective use of GenAI in EFL writing contexts.