Enhancing CSL Learners’ Story Writing through Metacognitive Instruction and AI Support

Abstract

This pilot study explores the impact of metacognitive
instruction combined with the artificial intelligence (AI)
tool ChatGPT on the development of story writing by
learners of Chinese as a Second Language (CSL). Eight CSL
undergraduate students, including Japanese and Vietnamese
speakers, participated in the study. Each student completed
three story-writing tasks and a closed-ended questionnaire.
The preliminary results revealed a significant improvement
in writing performance from the first to the third
assignment, as measured by a Friedman test (p < .05).
Learners achieved the highest mean scores in organization
and content (approximately 5–6 out of 10) across all tasks,
while their lowest scores were consistently in word choice.
Additionally, the participants reported lower mean scores
for metacognitive processes than for attitudes toward using
ChatGPT or perceived ease of use, although over 60%
expressed positive perceptions of using the AI tool. These
findings suggest that integrating metacognitive instruction
with AI support can effectively enhance story-writing
performance in CSL contexts.