<![CDATA[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.]]>
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