Palabras clave
ChatGPT
metacognitive awareness
self-regulated learning
EFL
assignment
Cómo citar
Resumen
Generative artificial intelligence (GenAI) tools, particularly ChatGPT, has been used substantially in English language learning contexts. However, how Saudi undergraduate EFL students plan, monitor, and regulate their use of ChatGPT while completing English course assignments remains underexplored. The study used mixed-method study investigates EFL learners’ metacognitive awareness when using ChatGPT for English course assignments. The study focused on Saudi undergraduate EFL students enrolled in English courses that routinely require different types of academic assignments and projects, including essay writing, summarizing, presentations, and other coursework activities. The quantitative phase examined students’ responses to a scale designed to measure metacognitive awareness in relation to ChatGPT-assisted assignment completion, while also evaluating the validity of this scale. The qualitative phase, based on interview responses, offered deeper insight into how students described their thinking, decision-making, and self-regulation when working with ChatGPT. Overall, the study assumes that students’ metacognitive awareness of ChatGPT use was likely to vary considerably. Some learners used the tool passively by accepting or copying its outputs with limited reflection, whereas others approached it more strategically as a support tool for understanding, planning, drafting, editing, and evaluating their assignments.
Citas
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