Exploring Students' Purpose and Metacognitive Strategies in Utilising Artificial Intelligence for Language Learning
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Abstract
Artificial Intelligence (AI) has become commonplace and is increasingly integrated into our daily lives, particularly among students who use AI applications for various purposes. However, the integration of this technology has raised concerns about its appropriate use and pedagogical implications. This study aimed to identify the purposes for which students utilise AI and to examine their use of metacognitive strategies when using AI in language learning. A total of 241 undergraduate English Language students from a local Malaysian university participated in the study. Data were collected via a survey adapted from the Online Survey of Reading Strategies (OSORS). The findings revealed that the main purpose for using AI was to complete assignments, such as writing and translation tasks. The primary reading strategies employed were Problem Solving metacognitive strategies, while Global and Support metacognitive strategies were used least. These results highlight the necessity for student-led information evaluation and self-regulation when navigating AI in academic contexts. Students need to be made aware of the importance of applying metacognitive strategies in their daily activities. For educators, there is a need to revisit assessments and educational support systems to account for the use of AI.
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