Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal International Journal of Language Teaching and Education
Megista Putri, Dwi
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Social Sciences

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
AI-Assisted Self-Regulated Learning and Perceived English Communication Skills among English Education Students Suparmi, Suparmi; Alhusna, Asma; Megista Putri, Dwi
International Journal of Language Teaching and Education Vol. 8 No. 2 (2024): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v8i2.59832

Abstract

Generative artificial intelligence (AI) is increasingly used by English Education students to support independent language learning, yet its value may depend on how strategically learners regulate that use. This preliminary correlational study examined the relationship between AI-assisted self-regulated learning (AI-SRL) and perceived English communication skills among 30 undergraduate English Education students at Universitas Putra Indonesia YPTK Padang. Data were collected by using a 33-item five-point Likert questionnaire. Eight isolated missing responses (0.81% of all item responses) were replaced using respondent-mean imputation within the relevant construct. Corrected item-total analysis retained 13 AI-SRL items and 7 communication items, producing acceptable internal consistency (Cronbach’s α = .876 and .713, respectively). AI-SRL showed a high point estimate (M = 3.77, SD = 0.44), whereas perceived communication skills were moderate (M = 3.53, SD = 0.34). Pearson correlation indicated a positive association (r = .397, p = .030, 95% CI [.043, .663]), and HC3-robust regression showed that AI-SRL explained 15.8% of the variance in perceived communication skills (B = .307, p = .049). However, rank-based sensitivity analysis was weaker, so the findings should be interpreted as preliminary. The study highlights regulated AI use rather than technology use alone and suggests that AI-supported English learning should cultivate goal setting, monitoring, verification, reflection, and meaningful human communication practice.
Co-Authors Alhusna, Asma Suparmi Suparmi