Perceived Influence of AI-mediated Tools on Writing Autonomy among Non-English Major University Students

Perceived Influence of AI-mediated Tools on Writing Autonomy among Non-English Major University Students

Vu Hoang Mai Linh linhvhm@hiu.vn Hong Bang International University Ho Chi Minh City, (Vietnam)
Summary: 
Artificial intelligence (AI) has become increasingly prevalent in today’s world, transforming the landscape of worldwide education in recent years. A large body of research has delved into the implementation of AI in educational contexts as well as its effect on teaching and learning outcomes, especially in foreign language education. This paper aims to examine AI’s influence on non-English major students’ autonomous writing, focusing on behavioural dimensions derived from Zimmerman’s model of self-regulated learning (Zimmerman, 1989), including goal setting, planning, self-monitoring, and self-assessment. To collect data for analysis, a survey was carried out among non-English major students across several universities in Ho Chi Minh City. Data were analysed using correlation and multiple regression to examine the relationship between students’ engagement with AI and different dimensions of writing autonomy. Despite its reliance on self-reported data, the findings revealed a strong positive association between AI engagement and learners’ autonomy in self-assessment, while the reverse was true for the other constructs of autonomy: goal setting, planning, and self-monitoring, with perceived autonomy in planning showing the strongest negative association with AI engagement.
Keywords: 
Artificial intelligence
autonomy
Self-regulated learning
non-English major.
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