Akademik Veri Yönetim Sistemi
The International Conference on Interconnected Learning and Teaching Foreign Languages in an AI-Shaped World, Iasi, Romanya, 5 - 09 Kasım 2025, cilt.1, sa.1, ss.4-5, (Özet Bildiri)
AI as a Companion, Not a Replacement: Enhancing Self-Regulated Language Learning in the Digital Era
The rapid expansion of artificial intelligence (AI) technologies—such as chatbots, adaptive systems, and generative tools—has transformed language learning environments, offering new opportunities while also raising concerns about learner agency and over-reliance on technology. In language education, where learning is complex, long-term, and highly individual, self-regulated learning (SRL) plays a critical role in sustaining motivation, strategic behavior, and learner autonomy. This study explores how AI technologies can support self-regulated language learning (SRLL) when positioned as a learning companion rather than a replacement for learners or teachers.
Adopting an exploratory literature review design, the study systematically searched SSCI- and Scopus-indexed journals and applied an interpretive, iterative analysis to synthesize current research. The review is theoretically grounded in Zimmerman’s (2000) cyclical SRL model, focusing on the forethought, performance, and reflection phases. Findings indicate that well-designed AI tools can effectively scaffold SRL processes by supporting goal setting and planning, providing adaptive feedback for monitoring performance, and prompting reflection through analytics and metacognitive cues. Empirical studies further suggest positive effects on learners’ motivation, autonomy, emotion regulation, and strategic engagement in language learning tasks.
However, the review also highlights critical challenges, including the risk of diminished learner agency, ethical concerns, and the need to preserve authentic human interaction in AI-mediated learning contexts. Building on these insights, the study proposes an AI-augmented SRLL framework in which learners remain central, AI functions as adaptive support across SRL phases, and teachers play a key role in balancing guidance and autonomy. The paper concludes by identifying research gaps, particularly the need for longitudinal, cross-cultural, and learner-difference-sensitive studies, and offers practical implications for designing SRL-oriented AI-enhanced language learning environments.