Examining Relationships between Language Learning Strategies and AI: A Study of Chinese EFL Learners' Writing Practices.
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| Title: | Examining Relationships between Language Learning Strategies and AI: A Study of Chinese EFL Learners' Writing Practices. |
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| Authors: | Schenck, Andrew1 aschenck@aus.edu, Zhang, Caiyun2 caiyunzhang2006@126.com, Graham, Sharon3 sagraham2@fhsu.edu |
| Source: | TESL-EJ. May2026, Vol. 30 Issue 1, p1-16. 16p. |
| Subject Terms: | *Artificial intelligence, *Writing processes, *Cognitive learning, *Metacognition, *Second language acquisition, *Chinese-speaking students, Artificial intelligence in education |
| Abstract: | There are undeniably some contributions of AI to language learning, yet it is still unclear how such technology should be used with known language learning techniques to improve instruction. To address this gap in our understanding, a survey concerning metacognitive, cognitive, and socio-affective learning strategies was given to 511 Chinese EFL learners, along with another survey about using AI for different parts of the writing process (brainstorming, research, outlining, writing, and revision). Results were then correlated using the Spearman rho formula. Findings revealed that metacognitive strategies were linked to a reduction of AI for preliminary planning of writing (brainstorming and research). Specific metacognitive strategies related to goal setting were also associated with less use of AI for outlining. In contrast, cognitive language learning strategies were more closely associated with AI use throughout the writing process, which included finding research, writing an outline, and writing essays or homework assignments. Socio-affective learning strategies appeared to reduce the amount of AI used to revise writing content. Overall, results appear to suggest that targeted metacognitive strategies can help to promote individual autonomy and reduce overreliance on AI. Limiting AI to revision may also promote metacognitive strategy development during other stages of the writing process. [ABSTRACT FROM AUTHOR] |
| Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194541078 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining Relationships between Language Learning Strategies and AI: A Study of Chinese EFL Learners' Writing Practices. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Schenck%2C+Andrew%22">Schenck, Andrew</searchLink><relatesTo>1</relatesTo><i> aschenck@aus.edu</i><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Caiyun%22">Zhang, Caiyun</searchLink><relatesTo>2</relatesTo><i> caiyunzhang2006@126.com</i><br /><searchLink fieldCode="AR" term="%22Graham%2C+Sharon%22">Graham, Sharon</searchLink><relatesTo>3</relatesTo><i> sagraham2@fhsu.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22TESL-EJ%22">TESL-EJ</searchLink>. May2026, Vol. 30 Issue 1, p1-16. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+processes%22">Writing processes</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Chinese-speaking+students%22">Chinese-speaking students</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence+in+education%22">Artificial intelligence in education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: There are undeniably some contributions of AI to language learning, yet it is still unclear how such technology should be used with known language learning techniques to improve instruction. To address this gap in our understanding, a survey concerning metacognitive, cognitive, and socio-affective learning strategies was given to 511 Chinese EFL learners, along with another survey about using AI for different parts of the writing process (brainstorming, research, outlining, writing, and revision). Results were then correlated using the Spearman rho formula. Findings revealed that metacognitive strategies were linked to a reduction of AI for preliminary planning of writing (brainstorming and research). Specific metacognitive strategies related to goal setting were also associated with less use of AI for outlining. In contrast, cognitive language learning strategies were more closely associated with AI use throughout the writing process, which included finding research, writing an outline, and writing essays or homework assignments. Socio-affective learning strategies appeared to reduce the amount of AI used to revise writing content. Overall, results appear to suggest that targeted metacognitive strategies can help to promote individual autonomy and reduce overreliance on AI. Limiting AI to revision may also promote metacognitive strategy development during other stages of the writing process. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of TESL-EJ is the property of TESL-EJ and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.55593/ej.30117a4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 1 Subjects: – SubjectFull: Artificial intelligence Type: general – SubjectFull: Writing processes Type: general – SubjectFull: Cognitive learning Type: general – SubjectFull: Metacognition Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Chinese-speaking students Type: general – SubjectFull: Artificial intelligence in education Type: general Titles: – TitleFull: Examining Relationships between Language Learning Strategies and AI: A Study of Chinese EFL Learners' Writing Practices. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Schenck, Andrew – PersonEntity: Name: NameFull: Zhang, Caiyun – PersonEntity: Name: NameFull: Graham, Sharon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10724303 Numbering: – Type: volume Value: 30 – Type: issue Value: 1 Titles: – TitleFull: TESL-EJ Type: main |
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