Using Self-Regulated Learning supported with Artificial Intelligence (AI) Chatbots to Develop EFL student teachers' Self-expression and Reflective Writing Skills | ||||
| مجلة کلية التربية (أسيوط) | ||||
| Articles in Press, Accepted Manuscript, Available Online from 07 October 2024 | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/mfes.2024.307405.1892 | ||||
 View on SCiNiTO | ||||
| Author | ||||
محمود عبد الله  
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| قسم المناهج وطرق التدريس - کلية التربية - جامعة أسيوط - مدينة أسيوط - محافظة أسيوط | ||||
| Abstract | ||||
| This research study explores the potential of a pedagogical model of self-regulated learning supported with Artificial Intelligence (AI) chatbots to enhance self-expression and reflective writing skills for novice EFL student teachers at Faculty of Education, Assiut University. The study adopted a pre-post quasi-experimental design, that starts with the identification of the necessary self-expression and reflective writing skills for the target participants (50 fresh EFL student teachers at Assiut University who were purposively selected using a screening questionnaire based on their basic IT literacy skills). A pre-test was administered to assess their initial skill levels in self-expression and reflective writing. Then, an intervention was implemented in the form of a pedagogical model designed around the principles of self-regulated learning and situated language learning, which guided the use of AI chatbots (Bing, ChatGPT, and Google Bard). This model was initially piloted on a small sample (n = 10) of EFL student teachers to check validity and reliability and then experimented with the research participants for 8 weeks during the first semester of the academic year 2023/24. Following the intervention, a post-test was conducted to measure the participants' levels of self-expression and reflective writing skills after being exposed to the interventional model, aiming to identify any improvements gained from the intervention. The results indicated a positive effect with noticeable enhancements in the EFL student teachers' skills. This suggests the potential effectiveness of the model in fostering self-expression and reflective writing skills and developing EFL student teachers’ general language proficiency and IT literacy. | ||||
| Keywords | ||||
| AI chatbots; EFL student teachers; self-expression; self-regulated learning; reflective writing | ||||
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Statistics Article View: 191 |
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