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] |
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| Database: | Education Research Complete |
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