EFL Students’ Self-regulation in the Writing Process using ChatGPT

Abstract

The rise of Artificial Intelligence (AI), especially ChatGPT, in language learning education raises debate among scholars. One of the issues discussed is students’ overdependency on ChatGPT. This study aims at investigating how higher education students regulate their learning process, specifically in their process of completing writing tasks using ChatGPT. Self-regulation is defined as proactive efforts initiated by learners in managing their learning process. This study employed mixed method involving 28 students who took paragraph expository writing class. The data were gathered by distributing questionnaires and conducting FGD. The results of this study showed that students regulate their writing process through several strategies, such as goal setting, self-monitoring, and self-evaluation. The findings of this study provide suggestions to equip EFL students with self-regulated learning skills to help them navigate their learning process in the digital era. Moreover, ChatGPT could be an alternative digital tool which could support the shift of the education process to become more student-centered.

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