Promoting EFL learners’ Self-regulated Learning through the Use of Artificial Intelligence Applications

Abstract

Self-regulated Learning constitutes a vital process which makes a distinctive contribution to learners’ academic achievements, especially during the digital era in the context of higher education. However, many learners struggle at applying self-regulated learning strategies in order to achieve their learning outcomes. Accordingly, the purpose of this research is to investigate EFL learners’ views about the use of Artificial Intelligence applications in order to promote self-regulated learning. It also attempts to examine the effectiveness of using artificial intelligence tools in the learning process in order to enhance students’ self-regulated learning. Thus, the study hypothesized that using AI applications for learning will affect learners’ selfregulated learning. Hence, a mixed research method which consisted of an online questionnaire for students and a one-group quasi-experiment was adopted. The questionnaire was administered via Google forms to 50 first-year Master students of English at the Department of Letters and English Language, University of 8 Mai 1945, Guelma. Additionally, a quasi-experiment was conducted with 20 first-year Master students of English at the same department. More specifically, a pre-test and post-test were administered to the sample students which were designed to assess their learning strategies and motivational orientations, while the treatment consisted of a classroom intervention when learners were encouraged to use AI tools for preparation before class and for their performance during class. The results of the students’ questionnaire and quasi-experiment showed that the majority of learners share a positive attitude about using AI applications for learning, and descriptive statistical analysis proved that using AI applications in the learning process improves learners’ self-regulation.