Abstract

Generative AI tools offer substantial benefits for self-directed English writing by understanding user prompts, processing natural language, and generating coherent texts. However, these capabilities may also lead learners to depend excessively on AI-generated content rather than actively engage in the writing process. This situation highlights the need for a pedagogical procedure that enables learners to use generative AI effectively while maintaining their active and central role in learning. Drawing on self-regulated learning theory, instructional design principles, and recent research on generative AI in education, this study employs a literature review and document analysis to propose the four-stage GIVA procedure: Goal, Interact, Validate, and Author. GIVA provides pedagogical guidance for improving learners’ writing competence while fostering critical thinking and self- regulated learning skills.

Keywords: English writing, generative AI, GIVA, self-directed learning, self-regulated learning.