VietTESOL International Convention 2026

As generative artificial intelligence (AI) becomes increasingly integrated into higher education, research attention has shifted from whether students use AI to how they employ AI to support meaningful learning processes. While existing studies have primarily examined learners’ perceptions of AI-assisted writing tools, limited research has explored how students actively incorporate these tools into self-regulated writing practices. Guided by Zimmerman’s self-regulated learning framework, this exploratory qualitative study investigates how Vietnamese university students use AI-assisted writing tools throughout different stages of the writing process. Data were collected through semi-structured interviews with ten university students who had prior experience using generative AI for academic writing. Using thematic analysis, four major themes were identified: AI as a planning partner for idea generation, AI as a real-time monitoring tool for language use, AI as a facilitator of iterative revision, and AI as a catalyst for reflective evaluation. The findings suggest that students do not passively rely on AI-generated outputs; rather, they selectively integrate AI support while maintaining varying degrees of control over writing decisions. The study extends current discussions on AI-assisted writing by highlighting the relationship between AI use and self-regulated writing behaviours. Pedagogical implications are proposed for designing learner-centred writing instruction that promotes strategic and responsible AI use in higher education.