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September 10, 2025JURNAL IQRAOpen Access

Exploring the Influence of Generative AI on Self-Regulated Learning: A Mixed-Methods Study in the EFL Context

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Authors

DTDiyah TrinovitaENEva NurchurifianiTHTommy Hastomo

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Overview

Mixed-methods study shows Generative AI positively influences self-regulated learning in EFL, suggesting curricular changes.

Key Points

  • Generative AI use positively correlates (r = .55) with overall self-regulated learning in EFL students.
  • The strongest impact of GenAI is on the forethought phase of self-regulated learning, while self-reflection is weaker.
  • Students employed adaptive strategies like dynamic scaffolding, yet faced barriers from cognitive offloading and digital literacy deficits.
  • Implications call for curriculum shifts towards enhancing critical digital literacy and redesigning assessment frameworks.

Cite This Study

Trinovita et al. (2025) studied this question.

synapsesocial.com/papers/68c1954e9b7b07f3a0618b30https://doi.org/10.25217/ji.v10i2.6389
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1How does GenAI support self-regulated learning? Evidence from learners' questioning behavior analysis2026
  2. 2How generative AI enhances self-regulated learning in EFL learners: a chain mediation model of “intention to use” and “learning engagement”2026 · 3 citations
  3. 3Enhancing School Students’ Self-Regulated Learning through Generative AI Support: A Randomized Controlled Trial2026 · 6 citations
  4. 4Mapping the Interplay Between Perceived Personal Skills, Self-Regulated Learning, and Metacognitive Engagement with Generative AI2026
  5. 5Generative AI tool usage and perceived self-regulated learning: The mediating roles of technological self-efficacy and cognitive offloading in blended learning2026