Self-Regulated Learning in Technology-Mediated EFL Education: An Empirical Investigation

Abstract

Background: The growing integration of digital technologies, particularly generative AI tools such as ChatGPT, into English as a Foreign Language (EFL) instruction has shifted greater responsibility onto learners to independently plan, monitor, and manage their own learning process. Within this shift, self-regulated learning (SRL) has emerged as a critical factor determining how effectively EFL learners benefit from technology-mediated environments. However, empirical evidence quantifying the strength of the relationship between students' technology-mediated learning engagement and their self-regulated learning remains limited, particularly at the university level.

Aim: This study aimed to examine the relationship between technology-mediated learning (specifically, university EFL students' use of ChatGPT and related digital tools) and self-regulated learning, and to determine whether technology-mediated learning significantly predicts students' self-regulated learning.

Method: A quantitative correlational design was employed. Participants consisted of 200 university students enrolled in EFL-related courses, selected through convenience sampling. Data were collected using a self-report questionnaire comprising a Technology-Mediated Learning scale (10 items) and a Self-Regulated Learning scale (20 items), both rated on a five-point Likert scale. Data analysis included descriptive statistics, reliability testing using Cronbach's alpha, Pearson product-moment correlation, and simple linear regression.

Results: Both instruments demonstrated excellent internal consistency (α = .921 and α = .934, respectively). Participants reported relatively high levels of technology-mediated learning (M = 3.84, SD = 0.61) and self-regulated learning (M = 3.76, SD = 0.58). A statistically significant, moderate-to-strong positive correlation was found between the two variables (r = .642, p < .001). Simple linear regression further revealed that technology-mediated learning significantly predicted self-regulated learning, accounting for 41.2% of its variance (R² = .412, F(1, 198) = 165.05, p < .001).

Conclusion: Technology-mediated learning engagement is significantly and positively associated with, and predictive of, self-regulated learning among university EFL students. These findings suggest that deliberately integrating and scaffolding technology-mediated tools, including AI-assisted platforms, may support the development of learners' self-regulatory capacity in EFL education. Given the correlational nature of the design, further longitudinal and experimental research is recommended to clarify the causal direction of this relationship.