Palavras-chave
ChatGPT
metacognitive awareness
self-regulated learning
EFL
assignment
Como Citar
Resumo
Ferramentas de inteligência artificial generativa (GenAI), especialmente o ChatGPT, têm sido cada vez mais utilizadas em contextos de aprendizagem da língua inglesa. No entanto, há poucas pesquisas que examinem a consciência metacognitiva de estudantes universitários de inglês como língua estrangeira (EFL) ao utilizarem o ChatGPT para tarefas acadêmicas. Este estudo utilizou métodos mistos para investigar como estudantes sauditas do sexo masculino de EFL empregam a consciência metacognitiva, como planejamento, monitoramento e regulação, ao usar o ChatGPT para realizar tarefas de cursos de inglês. Participaram do estudo 210 estudantes universitários do sexo masculino de EFL de uma universidade saudita, dos quais 15 participaram de entrevistas semiestruturadas. A fase quantitativa examinou as respostas dos estudantes a uma escala de consciência metacognitiva composta por 18 itens, abrangendo três dimensões: planejamento, monitoramento e avaliação. A fase qualitativa forneceu uma compreensão mais aprofundada sobre o pensamento, a tomada de decisão e a autorregulação dos estudantes ao utilizarem o ChatGPT em tarefas como redação de ensaios, elaboração de resumos, apresentações e outras atividades acadêmicas. Os resultados mostraram que a consciência metacognitiva dos estudantes variou consideravelmente. Alguns estudantes utilizaram o ChatGPT de forma passiva, aceitando ou copiando suas respostas com reflexão limitada, enquanto outros o utilizaram de maneira mais estratégica, como ferramenta de apoio para compreender, planejar, redigir, editar e avaliar suas tarefas. Como o estudo foi limitado a estudantes do sexo masculino de uma universidade saudita, os resultados devem ser interpretados dentro desse contexto específico.
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