أفكار وآفاق
Volume 14, Numéro 1, Pages 77-103
2026-06-02
Algerian Efl Students’ Attitudes Towards The Use Of Artificial Intelligence Tools For Fostering Self-regulated Learning
Authors : Abdelhai Nour El Houda .
Abstract
Recently, the use of Artificial Intelligence in Algerian higher education, though still in its nascent stage, has increasingly gained momentum to enhance student learning. The success of student learning is often nurtured by its interconnectedness with self-regulation, which contributes to empower students to become reflective learners and critical thinkers. However, what is at stake is the ultimate twists and turns of AI tools to help students foster self-regulation, considering that these tools are widely used among students within a self-constructed learning environment. The aim of this paper is to explore EFL students’ attitudes towards the use of AI to foster self-regulation, focusing on how these tools are perceived by students to promote their learning cognitively, metacognitively, and motivationally. To this end, an exploratory study based on a mixed-methods design was conducted with 210 Algerian EFL students enrolled in the Department of English at the University of Algiers 2. To collect data, a questionnaire including open- and close-ended questions was administered to the subjects. The subjects’ responses, which were analyzed quantitatively and qualitatively, revealed that the students generally held positive attitudes towards the use of AI tools to foster self-regulated learning in terms of setting learning goals, time management, and instructional support. However, only half of the subjects express negative attitudes towards the utility of AI tools in fostering their cognitive and metacognitive learning, claiming that they have not been trained in how to use AI beyond “the what” level or to stimulate their thinking to develop effective learning strategy use. These findings emphasize the need for the thoughtful integration of AI tools into education to ensure they enhance rather than hinder students’ self-regulated learning. Some recommendations are suggested regarding the inclusion of AI in education to respond to future learning needs and promote student learning at university.
Keywords
Artificial intelligence ; attitudes ; EFL Students ; higher education ; self-regulated learning
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