Cognitive Engagement in AI-Assisted English Learning: Exploring Indonesian EFL Students’ Experiences with ChatGPT

Abstract

Background: The increasing use of generative artificial intelligence (AI), particularly ChatGPT, has introduced new possibilities for English as a Foreign Language (EFL) learning. As ChatGPT provides interactive explanations, feedback, examples, and opportunities for independent practice, its use may be associated with learners’ ability to regulate their own learning. However, the relationship between ChatGPT use and self-regulated learning among EFL students remains an emerging area of research.

Aim: This study aimed to examine the relationship between ChatGPT use and self-regulated learning among EFL students and to determine whether ChatGPT use significantly predicts students’ self-regulated learning.

Method: A quantitative correlational research design was employed. The participants were 150 undergraduate EFL students who had experience using ChatGPT for English-learning activities. Data were collected through a structured questionnaire consisting of a ChatGPT Use Scale and a Self-Regulated Learning Scale. The instruments were measured using a five-point Likert scale. The data were analyzed using descriptive statistics, Cronbach’s alpha, Pearson’s product-moment correlation, and simple linear regression.

Results: The findings revealed a significant positive relationship between ChatGPT use and self-regulated learning (r = .642, p < .01). Simple linear regression analysis further indicated that ChatGPT use significantly predicted self-regulated learning (β = .642, p < .001). The model explained 41.2% of the variance in self-regulated learning (R² = .412), suggesting that ChatGPT use was substantially associated with students’ self-regulatory learning practices.

Conclusion: The findings suggest that ChatGPT use may serve as a supportive resource for self-regulated learning among EFL students, particularly when learners engage with the technology strategically and reflectively. Nevertheless, the correlational design does not establish a causal relationship. EFL educators are therefore encouraged to integrate ChatGPT into learning activities that promote learner agency, critical evaluation, metacognitive monitoring, and reflection rather than passive dependence on AI-generated responses.