Speaker
Description
The study validates the self-regulation for AI-based learning scale (SRAILS) for measuring students’ self-regulated learning (SRL) in AI-driven English Medium Instruction (EMI) classrooms at the Hanoi National University of Education in Vietnam. Using a mixed methods design, survey data were collected from 238 EMI students, followed by semi-structured interviews to interpret quantitative findings. The original 46-item SRAILS instrument demonstrated excellent reliability (Cronbach’s α = .969). Exploratory and confirmatory factor analyses supported a refined 30-item scale comprising four dimensions: motivational components, cognitive and metacognitive strategies, time and study management, and environmental self-regulation, contextually adapted in Vietnam higher education. The validated structure confirms that SRAILS is a reliable and contextually appropriate instrument for assessing SRL behaviors in AI-driven EMI learning environments. Qualitative insights further reveal that while AI tools enhance motivation and strategic learning, language barriers in EMI contexts still challenge effective self-regulation. The study recommends integrating AI-supported SRL training and pedagogical guidance in EMI courses to strengthen students’ autonomous learning capacities in Vietnamese teacher-education programs.
Biography
Nam-Phuong Nguyen is a senior professor in Department of Psychology and Education, Hanoi National University of Education. Nam-Phuong Nguyen received her master degree in Theory and History of Education from Hanoi National University of Education and her PhD degree in Theory and History of Education from Vietnam Institute of Educational Sciences in 2016. She has written a number of papers nationally and internationally in the areas of teacher education, digital literacy, and competence development.
Dr. Nguyen Quoc Tri, a senior lecturer and vice rector of the Faculty of Educational Sciences at Hanoi National University of Education, obtained his PhD from Wuhan University, China. He has conducted extensive research on curriculum development and teacher education programs, and is currently actively involved in initiatives to promote English as a second language in Vietnam.
Nguyen Van Tu is currently pursuing a master’s degree in Curriculum Development and Design at Northeast Normal University, China. He has numerous national and international publications on curriculum development, language education, and the application of artificial intelligence in language education at both tertiary and secondary levels.
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