Algerian EFL Students’ Attitudes towards the Use of Artificial Intelligence Tools for Fostering SelfRegulated Learning

Abstract

Recently, the use of Artificial Intelligence in Algerian higher education, though still in its nascent stage, has increasingly gained momentum to enhance student learning. The success of student learning is often closely linked with selfregulation, which contributes to empowering students to become reflective learners and critical thinkers. However, what is at stake is the ultimate twists and turns of AI tools in helping students foster self-regulation, considering that these tools are widely used among students within a self-constructed learning environment. The aim of this paper is to explore EFL students’ attitudes towards the use of AI to foster self-regulation, focusing on how these tools are perceived by students to promote their learning cognitively, metacognitively, and motivationally. To this end, an exploratory study based on a mixedmethods design was conducted with 210 Algerian EFL students enrolled in the Department of English at the University of Algiers 2. To collect data, a questionnaire including open- and close-ended questions was administered to the subjects. The subjects’ responses, which were analyzed quantitatively and qualitatively, revealed that the students generally held positive attitudes towards the use of AI tools to foster self-regulated learning in terms of setting learning goals, time management, and instructional support. However, despite the generally positive attitudes expressed by the participants, some students reported concerns regarding overreliance on AI tools, reduced critical engagement, and insufficient training on how to use AI strategically to foster deeper cognitive and metacognitive learning. These findings emphasize the need for the thoughtful integration of AI tools into education to ensure they enhance rather than hinder students’ self-regulated learning. Some recommendations are suggested regarding the inclusion of AI in education to respond to future learning needs and promote student learning at university.