Jordanian English language learners’ engagement with AI-supported self-regulated learning

  • Omar Ali Al-Smadi School of Distance Education, Universiti Sains Malaysia, 11800 USM, Penang, Malaysia
  • Radzuwan Ab Rashid Faculty of Languages and Communication, Universiti Sultan Zainal Abidin, Terengganu, Malaysia; and Applied Science Research Centre, Applied Science Private University, Amman, Jordan
  • Raed Awad Al-Ramahi Department of English Language and Literature, Faculty of Languages, The University of Jordan, Aqaba, Jordan
  • Marwan Harb Alqaryouti Department of English Language, Literature and Translation, Faculty of Arts, Zarqa University, Zarqa, Jordan
  • Holmatov Shakhriyor Zokhidjon Ugli English Language and Literature Department, Fergana State University, Fergana, Uzbekistan
  • Abdurakhmon Norinboev Vokhidovich Department of English Language, Tashkent State University of Economics, Tashkent, Uzbekistan
DOI: https://doi.org/10.25304/rlt.v33.3377
Keywords: artificial intelligence, educational technology, higher education, student-centric learning

Abstract

In the dynamic landscape of higher education, the integration of artificial intelligence (AI) into learning has emerged as a transformative force, ushering in tailored, adaptive, and immersive educational experiences for undergraduate university students. This study employed a thematic analysis to scrutinize focus group discussions with 25 undergraduate participants majoring in English language at a university in Jordan to examine how these learners engage with AI-supported self-regulated learning. The findings revealed five prominent themes: accessibility and inclusivity, adaptive feedback mechanisms, impact on learning habits, technological proficiency and preparedness, and social dynamics in AI-infused learning. Within these themes, diverse student views were categorized according to Ab Rashid and Yunus’ (2016) framework of perception evaluation: the Avid Category (very positive perception), the Analytic Category (enthusiast but critical), the Anxious Category (enthusiast but with worries and fear), and the Agnostic Category (negative view). These varied views collectively reveal the profound implications of AI integration in reshaping the educational landscape. This study contributes to the discourse on AI in education by highlighting the importance of integrating AI tools with pedagogical approaches that foster independent learning and critical engagement. Recommendations include combining AI feedback with peer reviews and instructor guidance, enhancing digital literacy programs, and ensuring robust support measures. By addressing these areas, educational institutions can create more inclusive and effective AI-supported learning environments that cater to diverse student needs and promote a balanced approach to technology in education.

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Published
2025-06-05
How to Cite
Al-Smadi , O. A., Ab Rashid , R., Awad Al-Ramahi , R., Harb Alqaryouti , M., Ugli , H. S. Z., & Vokhidovich , A. N. (2025). Jordanian English language learners’ engagement with AI-supported self-regulated learning. Research in Learning Technology, 33. https://doi.org/10.25304/rlt.v33.3377
Issue
Vol. 33 (2025)
Section
Original Research Articles
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