Exploring The Role of AI Tools in Supporting Self-Regulated Learning Among High-Usage EFL Students

Sandy Sandy; Farouk Imam Arrasyid; Siti Luruh Ayu Noerjanah

doi:10.24235/eltecho.v11i1.24782

Authors

Sandy Sandy UIN Siber Syekh Nurjati Cirebon
Farouk Imam Arrasyid UIN Siber Syekh Nurjati Cirebon https://orcid.org/0000-0002-0421-6066
Siti Luruh Ayu Noerjanah UIN Siber Syekh Nurjati Cirebon https://orcid.org/0000-0002-0421-6066

DOI:

https://doi.org/10.24235/eltecho.v11i1.24782

Keywords:

Artificial intelligence , EFL students , High-usage learners , Phenomenology , Self-Regulated Learning

Abstract

Artificial Intelligence (AI) tools have increasingly become part of English as a Foreign Language (EFL) students’ learning practices, offering immediate support for understanding materials, completing academic tasks, and managing independent study. However, the lived experiences of high-usage EFL students in using AI tools to support self-regulated learning remain underexplored, particularly in Indonesian Islamic university contexts. This study explored the roles of AI tools in supporting self-regulated learning, students’ experiences and perceptions, and the problems and solutions related to AI-accelerated learning in EFL education. Using a qualitative transcendental phenomenological design, data were collected from five high-usage EFL students at UIN Siber Syekh Nurjati Cirebon through semi-structured in-depth interviews and digital artifacts. The data were analyzed using Moustakas’ phenomenological analysis. The findings showed that AI tools helped students understand English materials, plan learning strategies, monitor progress, evaluate learning outcomes, develop language skills, and maintain motivation. Students perceived AI as a flexible learning partner, yet they also faced inaccurate responses, overdependence, reduced critical thinking, and difficulties in using AI feedback. The study concludes that AI tools can support self-regulated learning when used responsibly as learning assistance rather than as a replacement for students’ personal effort.

Author Biography

Sandy Sandy, UIN Siber Syekh Nurjati Cirebon

English Language Teaching Department

References

Afzaal, M., Nouri, J., Zia, A., Papapetrou, P., & Fors, U. (2021). Explainable AI for data-driven feedback and intelligent action recommendations to support students' self-regulation. Frontiers in Artificial Intelligence, 4, Article 723447. https://doi.org/10.3389/frai.2021.723447

Alghasab, M. (2025). Investigating EFL students' ChatGPT usage and attitudes through the lens of the Technology Acceptance Model (TAM). Educational Process: International Journal, 18, Article e2025507. https://doi.org/10.22521/edupij.2025.18.507

Alhalangy, A. G. I., & Abdalgane, M. (2023). Exploring the impact of artificial intelligence on English language teaching and learning in the EFL context. Journal of Intercultural Communication, 23(2), 41-49. https://doi.org/10.36923/jicc.v23i2.125

Al-Sofi, B. B. M. A. (2024). Artificial intelligence-powered tools and academic writing: To use or not to use ChatGPT. Saudi Journal of Language Studies, 4(3), 145-161. https://doi.org/10.1108/SJLS-06-2024-0029

Amadi, A. S. M., & Hikmah, K. (2025). Persepsi mahasiswa tentang pemanfaatan teknologi AI dalam pembelajaran Bahasa Arab di perguruan tinggi Islam Indonesia. Journal of Education Research, 6(2), 292-301.

Amani, S. M., & Bisriyah, M. (2025). EFL students' perceptions of AI-assisted writing tools in supporting self-regulated writing. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 10(1). https://doi.org/10.21093/ijeltal.v10i1.1942

Amoush, K. H., & Alhosban, A. A. (2025). Mastering EFL writing with ChatGPT: A systematic review of benefits, challenges, and best practices. Theory and Practice in Language Studies, 15(8), 2576-2583. https://doi.org/10.17507/tpls.1508.14

Arif, H., & Naeem, J. (2025). The impact of generative AI on learner autonomy and critical thinking in English as a Foreign Language (EFL) writing classrooms. Journal of Applied Linguistics and TESOL, 8(3), 2264-2275. https://doi.org/10.63878/jalt1249

Benek, K. (2025). EFL learners' and teachers' perceptions of AI-powered language learning technologies: Benefits and challenges. International Journal of Instruction, 18(2). https://doi.org/10.29333/iji.2025.1827a

Carter, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: Strategies for remote learning. Information and Learning Sciences, 121(5/6), 321-329. https://doi.org/10.1108/ILS-04-2020-0114

Chen, J., & Alibakhshi, G. (2025). AI-powered applications' effects on English language learners' cognitive, metacognitive, and resource management strategies, and language achievement. Journal of Computer Assisted Learning, 42(1). https://doi.org/10.1002/jcal.70171

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Huynh, Q. Q. (2024). EFL students' integration of AI-based tools and autonomy in English language learning. International Journal of AI in Language Education, 1(2). https://doi.org/10.54855/ijaile.24123

Islamy, F. A., Fadlilah, M. N., & Setyawati, R. (2025). Artificial intelligence dan self-regulated learning: Telaah epistemologis perspektif teori Barat dan filsafat Islam. JUTECH, 6(2), 500-515. https://doi.org/10.31932/jutech.v6i2.5979

Jin, S. H., Im, K., Yoo, M., Roll, I., & Seo, K. (2023). Supporting students' self-regulated learning in online learning using artificial intelligence applications. International Journal of Educational Technology in Higher Education, 20, Article 37. https://doi.org/10.1186/s41239-023-00406-5

Khan, R., Qamar, M. T., Ansari, M. S., & Yasmeen, J. (2025). Enhancing or impairing? Exploring Indian EFL learners' academic writing narratives with ChatGPT. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2514329

Lai, J. W. (2024). Adapting self-regulated learning in an age of generative artificial intelligence chatbots. Future Internet, 16(6), Article 218. https://doi.org/10.3390/fi16060218

Lai, Y., Saab, N., & Admiraal, W. (2022). University students' use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction. Computers & Education, 179, Article 104413. https://doi.org/10.1016/j.compedu.2021.104413

Lindberg, A. (2023). Analysis chaining: Conceptual and empirical framing of digital traces. In Handbook of qualitative research methods for information systems. Edward Elgar Publishing. https://doi.org/10.4337/9781802205398.00029

Mohebbi, A. (2025). Enabling learner independence and self-regulation in language education using AI tools: A systematic review. Cogent Education, 12(1), Article 2433814. https://doi.org/10.1080/2331186X.2024.2433814

Moustakas, C. (1994). Phenomenological research methods. SAGE Publications.

Najmiah, L., & Al-Anbari, A. H. J. (2025). Narrative explorations of EFL learners' engagement with AI tools in developing writing proficiency. DUTIES: Education and Humanities International Journal, 1(2), 42-62. https://doi.org/10.70152/duties.v1i2.222

Ng, D. T. K., Tan, C. W., & Leung, J. K. L. (2024). Empowering student self-regulated learning and science education through ChatGPT: A pioneering pilot study. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13454

Ozturan, T. (2025). Self-regulated language learning and generative AI: A systematic review. Bogazici Universitesi Egitim Dergisi, 42(3), 177-194. https://doi.org/10.52597/buje.1751534

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health and Mental Health Services Research, 42(5), 533-544. https://doi.org/10.1007/s10488-013-0528-y

Pan, X., Guo, S., & Lai, C. (2024). Using AI chatbots to support EFL students' self-regulated reading. RELC Journal. https://doi.org/10.1177/00336882241264030

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422. https://doi.org/10.3389/fpsyg.2017.00422

Parra Nunez, R., & Castrillo de Larreta-Azelain, M. D. (2025). The impact of using ChatGPT for feedback in EFL writing: A systematic review. Revista Internacional de Lenguas Extranjeras / International Journal of Foreign Languages, 23, 95-119. https://doi.org/10.17345/rile23.4221

Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.

Paulus, T. M., Jackson, K., & Davidson, J. (2017). Digital tools for qualitative research: Disruptions and entanglements. Qualitative Inquiry, 23(10), 751–756. https://doi.org/10.1177/1077800417731080

Qin, Z., & Chuaychoowong, M. (2025). Artificial intelligence in EFL education in China: A systematic review of trends, gaps, and future directions (2015-2024). Language Teaching Research Quarterly, 49. https://doi.org/10.32038/ltrq.2025.49.04

Rad, H. S. (2025). Reinforcing L2 reading comprehension through artificial intelligence intervention: Refining engagement to foster self-regulated learning. Smart Learning Environments, 12, Article 23. https://doi.org/10.1186/s40561-025-00377-2

Sagita, M., Sagita, E. S., & Syafari, N. (2025). The role of generative AI companions in promoting reading engagement and self-regulation in EFL contexts. Journal of Pedagogy and Education Science, 4(3), 448-465. https://doi.org/10.56741/iistr.jpes.001082

Supriyono, Y., Widiati, U., Suryati, N., & Ivone, F. M. (2024). Internet self-efficacy and task strategies of EFL student teachers within online learning setting. Journal of English Education and Linguistics Studies, 12(1), 120-128.

Tanharat, N., & Phootirat, P. (2025). Integrating generative AI in EFL academic writing: Thai English-major students' purposes, perceptions, and experiences with ChatGPT. rEFLections, 32(3), 1891-1916. https://doi.org/10.61508/refl.v32i3.285982

Tin, H. T. (2025). The use of AI tools on fourth-year EFL learner autonomy: A case at Nguyen Tat Thanh University. https://doi.org/10.5281/zenodo.14709765

Toscu, S. (2025). A systematic review on AI technologies in English as a Foreign Language education. Sakarya University Journal of Education. https://doi.org/10.19126/suje.1623401

Wei, L. (2023). Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, Article 1261955. https://doi.org/10.3389/fpsyg.2023.1261955

Yang, H. (2024). The impact of artificial intelligence software on English learning motivation and achievement. SHS Web of Conferences, 193, Article 02011. https://doi.org/10.1051/shsconf/202419302011

Zhi, R. (2024). On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate. System, 124, Article 103341. https://doi.org/10.1016/j.system.2024.103341

Zimmerman, B. J. (2010). Self-regulated learning and academic achievement: An overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1-37). Routledge.