ARTIFICIAL INTELLIGENCE AND SELF-REGULATED LEARNING IN EFL HIGHER EDUCATION:

Abstract

The growing integration of artificial intelligence (AI) into educational settings is reshaping how students learn, interact with information, and develop academic skills. In English as a Foreign Language (EFL) higher education, AI-powered tools such as conversational agents, writing assistants, and automated feedback systems offer new opportunities for supporting self-regulated learning. These technologies can assist learners in setting goals, monitoring progress, managing learning strategies, and receiving immediate feedback. However, the increasing reliance on AI also raises important pedagogical and ethical concerns related to academic integrity, learner autonomy, data privacy, and critical thinking. This conceptual paper explores the relationship between artificial intelligence and self-regulated learning in EFL higher education. Drawing on recent literature from educational technology, language learning, and AI-assisted instruction, the paper examines how AI tools can support the key dimensions of self-regulation, including planning, monitoring, reflection, and self-assessment. It also discusses potential risks associated with excessive dependence on AI-generated content and highlights the need for responsible and ethical integration of these technologies into language education. The paper argues that AI should be viewed not as a replacement for human learning processes but as a supportive tool that can enhance learner autonomy when used appropriately. Finally, recommendations are proposed for educators, institutions, and researchers seeking to maximize the benefits of AI while preserving the fundamental goals of language learning and student development.