It contains six iterative and interactive phases. We propose a pedagogical design that models on self-regulated learning and the authoring cycle and develops students’ critical thinking and self-regulation when composing academic writing using text-based generative AI tools. The ability of these tools to generate human-like texts based on minimal instructions causes concerns among educators about students’ use of these tools for academic writing, which may constitute a breach of academic integrity. The emergence and popularity of generative artificial intelligence (AI) tools, particularly text-based ones known as large language models, pose both opportunities and challenges to education.
