Indonesian EFL Students’ Perception of the Use of Artificial Intelligence Applications to Support Self-Regulated Learning in Academic Reading and Writing

Abstract

Although a few studies have examined self-regulated learning using technology for academic reading and writing, research on students’ perceptions of using artificial intelligence (AI) applications to support self-regulated learning in academic writing within Indonesia's higher education context remains underexplored. This study aims to investigate the perceptions of EFL undergraduate students regarding the use of AI applications to support self-regulated learning in academic reading and writing coursework. Four students enrolling in academic reading and writing coursework agreed to participate in this interview study. A descriptive qualitative approach with thematic analysis was employed as the research method. The findings revealed that AI applications were perceived as beneficial in supporting students’ self-regulated learning for academic reading and writing in the forethought, performance, and reflection phases. This research gives empirical contributions on how AI applications can support students’ self-regulated learning in academic reading and writing coursework. However, this study is limited to a single classroom of academic reading and writing coursework, with a small number of participants. Future research may involve more participants and a broader scope of the study to enrich the discussion on the use of AI applications in academic reading and writing coursework.