Design principles for supporting self-regulation and bilingual competence through AI-facilitated narrative exploration in university students.
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| Title: | Design principles for supporting self-regulation and bilingual competence through AI-facilitated narrative exploration in university students. |
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| Authors: | Zhang, Wen1 (AUTHOR) zhangwen@inha.edu, Kim, Youngsoon1 (AUTHOR) kimysoon@inha.ac.kr |
| Source: | Discover Education. 9/24/2026, Vol. 5 Issue 1, p1-13. 13p. |
| Subject Terms: | *Self-regulated learning, *Situated learning theory, *Critical thinking, *Computer assisted instruction, *Bilingual education, *Instructional systems design |
| Abstract: | University students increasingly need self-regulated learning (SRL) and Chinese-English bilingual competence, yet many technology-enhanced language learning environments remain tool-centred and provide limited integration of culturally situated practice, adaptive strategy support, and metacognitive reflection. This conceptual design-principle study proposes the DeepSeek-Facilitated Dual-Situated Narrative Model (D-DSNM), which brings together SRL theory, the Dual-Situated Learning Model (DSLM), and AI-facilitated narrative exploration. The framework was developed through a critical literature synthesis and theory-driven conceptual analysis rather than through empirical testing. SRL phases and DSLM situations were first mapped deductively; findings from AI-assisted language learning and technology-enhanced SRL were then used as analogous evidence to formulate three proposed mechanisms: cognitive conflict to metacognitive awareness, adaptive scaffolding and strategy activation, and cyclical reinforcement and strategy internalization. These mechanisms were translated into five theoretically derived design directives with sample prompts and classroom scenarios. Within the model, DeepSeek is treated as a proposed technical resource for generating and adapting bilingual narratives and reflective prompts, whereas anticipated learning outcomes are attributed to the instructional design that sequences narrative exploration, reflection, feedback, and learner choice. The D-DSNM is intended to clarify how culturally embedded bilingual narratives could be coordinated with SRL processes in university education. Its contribution is therefore propositional: the mechanisms, directives, and projected outcomes require empirical validation across learners, instructors, AI platforms, and educational contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Discover Education is the property of Springer Nature 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 | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 197343474 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Design principles for supporting self-regulation and bilingual competence through AI-facilitated narrative exploration in university students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Wen%22">Zhang, Wen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> zhangwen@inha.edu</i><br /><searchLink fieldCode="AR" term="%22Kim%2C+Youngsoon%22">Kim, Youngsoon</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kimysoon@inha.ac.kr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Discover+Education%22">Discover Education</searchLink>. 9/24/2026, Vol. 5 Issue 1, p1-13. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Self-regulated+learning%22">Self-regulated learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Situated+learning+theory%22">Situated learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+education%22">Bilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: University students increasingly need self-regulated learning (SRL) and Chinese-English bilingual competence, yet many technology-enhanced language learning environments remain tool-centred and provide limited integration of culturally situated practice, adaptive strategy support, and metacognitive reflection. This conceptual design-principle study proposes the DeepSeek-Facilitated Dual-Situated Narrative Model (D-DSNM), which brings together SRL theory, the Dual-Situated Learning Model (DSLM), and AI-facilitated narrative exploration. The framework was developed through a critical literature synthesis and theory-driven conceptual analysis rather than through empirical testing. SRL phases and DSLM situations were first mapped deductively; findings from AI-assisted language learning and technology-enhanced SRL were then used as analogous evidence to formulate three proposed mechanisms: cognitive conflict to metacognitive awareness, adaptive scaffolding and strategy activation, and cyclical reinforcement and strategy internalization. These mechanisms were translated into five theoretically derived design directives with sample prompts and classroom scenarios. Within the model, DeepSeek is treated as a proposed technical resource for generating and adapting bilingual narratives and reflective prompts, whereas anticipated learning outcomes are attributed to the instructional design that sequences narrative exploration, reflection, feedback, and learner choice. The D-DSNM is intended to clarify how culturally embedded bilingual narratives could be coordinated with SRL processes in university education. Its contribution is therefore propositional: the mechanisms, directives, and projected outcomes require empirical validation across learners, instructors, AI platforms, and educational contexts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Discover Education is the property of Springer Nature 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: 10.1007/s44217-026-02211-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 1 Subjects: – SubjectFull: Self-regulated learning Type: general – SubjectFull: Situated learning theory Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Bilingual education Type: general – SubjectFull: Instructional systems design Type: general Titles: – TitleFull: Design principles for supporting self-regulation and bilingual competence through AI-facilitated narrative exploration in university students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhang, Wen – PersonEntity: Name: NameFull: Kim, Youngsoon IsPartOfRelationships: – BibEntity: Dates: – D: 24 M: 09 Text: 9/24/2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 27315525 Numbering: – Type: volume Value: 5 – Type: issue Value: 1 Titles: – TitleFull: Discover Education Type: main |
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