Abstract
Integrating artificial intelligence (AI) into language learning has become increasingly prevalent in education. This study examines the processes and effects of AI-assisted learning on students’ autonomy and self-regulation. Specifically, it investigates the learning autonomy, motivation, and self-regulation of Taiwanese elementary school students learning English using the Adaptive Learning Website developed by Taiwan’s Ministry of Education. The platform includes an embedded AI tutoring system, TALPer, designed to scaffold language learning for students from grades 1 to 12. Twenty fifth-grade students participated in an AI-assisted English learning class, which was integrated into their regular English curriculum and supplemented with portfolio-based activities using the Adaptive Learning Website. The websites’ supportive learning framework and AI scaffolded learners during learning. Qualitative data were collected from students’ reflections, records of AI-student interactions, and interviews to analyze the impact of AI-assisted learning on students’ autonomy and self-regulation. The findings showed that technology and self-regulated learning abilities supported learners’ autonomy. In this Asian context, teachers’ instructions on self-regulated learning will enhance students’ self-confidence and improve their academic achievement. This study highlights the potential of AI and multimedia tools to foster greater learner autonomy, which affects students’ engagement in self-directed learning. However, it raises concerns about students’ capacity to use technology effectively and internet addiction.
Presenters
Jin-Huei (Clarence) KeStudent, PhD Student, National Changhua University of Education, Taiwan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
English Language Learning, Artificial Intelligence, Autonomy, Self-Regulated Learning, Motivation
