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Abstract
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The inadequacy of research on the effect of AI-assisted instruction and moderating role of motivational regulation strategies on Iranian EFL learners’ writing performance highlights the consequential role of the present study in the field of SLA. More specifically, it can be argued that the present study makes a significant contribution to this field owing to the fact that it highlights the important role of AI tools and motivational regulation strategies in writing performance. The primary purpose of the present study is to deal with the gap in the related literature in EFL context of Iran by examining the effect of AI-assisted instruction and moderating role of motivational regulation strategies on Iranian EFL learners’ writing performance. The specific purpose of this study is to highlight the significant role of AI tools which give dynamic, immediate and personalized feedback for learners’ writing. Moreover, this study makes an effort to increase the L2 learners’ and teachers’ awareness about the crucial effect of motivational regulation strategies on writing performance. So, this study has notable implications for educators and policymakers to integrate AI tools into language curriculum to improve writing performance.
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