Differentiate GenAI writing instruction using scale profiles: full scale at course start, short form mid-course¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The authors recommend using the full-length scale at course start to profile each learner's regulatory strengths and weaknesses, then the 12-item form for mid-course formative assessment because it "retains the psychometric properties of the full-length instrument while placing less demand on classroom time." Higher-scoring learners can be assigned multi-draft argumentative tasks with documented GenAI consultations, including annotated records of which GenAI suggestions were "accepted, rejected, or modified and why."

Design Implications¶

Context¶

Requirements¶

• Individual-level identification of regulatory differences is "a prerequisite step before any instructional differentiation can take place"

Constraints¶

• The differentiated task recommendations rest on the authors' interpretation and cited prior findings, not on a manipulation tested in this study

Target Learners¶

• EFL university writers using GenAI tools

Target Learning Goals¶

• Productive rather than dependent GenAI use; development of metacognitive monitoring and critical evaluation of AI feedback

Affordances¶

• Genai Srl Six Dimension Framework

Related Strategies¶

• Place GenAI entry after the learner's initial task attempt rather than before it
• Use the MRIM scale as a diagnostic and pedagogical tool for teaching L2 argumentative writing

Examples¶

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Key Sources¶

• Xiaoqi Wang, Lawrence Jun Zhang, Yanan Zhang. (2026). Generative artificial intelligence-supported self-regulated learning (GenAI-SRL) in L2 writing: scale development, validation, and short-form construction. Metacognition and Learning. https://doi.org/10.1007/s11409-026-09481-1