Speaker
Description
This pilot research investigates the integration of Generative Artificial Intelligence (GenAI) into the self-regulated learning (SRL) processes of non-English majors at a Vietnamese university. Grounded in Zimmerman’s (2002) cyclical model of SRL, the study examines how students employ GenAI across the forethought, performance, and self-reflection phases of their language acquisition. A quantitative exploratory design is adopted, with data gathered via a 5-point Likert scale survey administered to a convenience sample of 120 undergraduate students enrolled in General English courses (1 and 2). The study aims to provide preliminary empirical evidence of student engagement with digital tools to bridge the gap between autonomous learning theory and current AI-driven practices. Expected findings suggest that while participants frequently utilize GenAI for performance-oriented tasks such as linguistic correction and translation, there is a significant lack of application in strategic planning and self-evaluative reflection. These initial results provide a diagnostic foundation for curriculum designers to move toward more structured digital literacy training. Consequently, the study recommends the systematic integration of AI prompting skills into the core curriculum to foster genuine learner autonomy. These insights not only inform immediate pedagogical adjustments but also validate the research instrument for future large-scale investigations into personalized, AI-driven learning models tailored for non-professional English learners.
Biography
Nguyen Thi Thanh Long is an experienced English lecturer currently based at Vinh Long University of Technology Education. She earned her Master's degree in Principles and Methods in English Language Education, providing her with a solid pedagogical foundation for her current role. For several years, she has been in charge of designing and delivering General English courses specifically tailored for non-major students, focusing on enhancing their language proficiency and communicative competence in academic settings.
Her primary research interests lie at the intersection of Second Language Acquisition (SLA) and modern educational technology. She is particularly passionate about teacher professional development in the digital age and the strategic integration of digital transformation within English Language Teaching (ELT). Recently, her work has focused on the practical applications of Generative AI in language education, exploring how AI-driven tools can be utilized to foster learner autonomy and self-regulated learning. Through her research, she aims to develop innovative instructional models that bridge the gap between traditional pedagogy and the evolving demands of the 21st-century digital classroom.
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