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Journal of English Teaching, Literature, and Applied LinguisticsJournal of English Teaching, Literature, and Applied Linguistics

The rise of Artificial Intelligence (AI), especially ChatGPT, in language learning education raises debate among scholars. One of the issues discussed is students overdependency on ChatGPT. This study aims at investigating how higher education students regulate their learning process, specifically in their process of completing writing tasks using ChatGPT. Self-regulation is defined as proactive efforts initiated by learners in managing their learning process. This study employed mixed method involving 28 students who took paragraph expository writing class. The data were gathered by distributing questionnaires and conducting FGD. The results of this study showed that students regulate their writing process through several strategies, such as goal setting, self-monitoring, and self-evaluation. The findings of this study provide suggestions to equip EFL students with self-regulated learning skills to help them navigate their learning process in the digital era. Moreover, ChatGPT could be an alternative digital tool which could support the shift of the education process to become more student-centered.

This study demonstrates that EFL learners regulate their learning and writing process, particularly when utilizing ChatGPT, through strategies like goal setting, self-monitoring, and self-evaluation.The participants employed ChatGPT as a tool to aid their writing process, seeking assistance with outlines, suggestions, and references.To ensure information accuracy, participants cross-checked information with other sources, indicating they did not solely rely on ChatGPTs suggestions.Ultimately, the study underscores the importance of equipping students with self-regulated learning skills to navigate the evolving landscape of technology-enhanced education.

Further research should investigate the long-term effects of ChatGPT integration on students intrinsic motivation and independent learning habits, moving beyond immediate task completion to assess sustained engagement. Additionally, studies could explore the effectiveness of different pedagogical approaches designed to foster critical evaluation skills specifically in the context of AI-generated content, ensuring students can discern reliable information. Finally, research is needed to examine how ChatGPT can be adapted to support diverse learning styles and address the unique needs of students with varying levels of digital literacy, promoting equitable access to the benefits of AI in education. These investigations, building upon the current studys findings, will contribute to a more nuanced understanding of how to effectively leverage AI tools like ChatGPT to enhance EFL learning and prepare students for success in a rapidly changing world.

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