AI Translation Tools Applied to Students in Self-Regulated Learning (SRL) Strategies: How Can They Be Effective?

Masitowarni Siregar (Universitas Negeri Medan)
Barli Kifli (Universitas Negeri Medan)
Nazlah Syahaf Nasution (Universitas Negeri Medan)
Fitri Ayu (Universitas Negeri Medan)
Siti Soraya Lin Abdullah Kamal (Universiti Sains Malaysia)
Omar Ali Ahmad Al Smadi (Universiti Sains Malaysia)
Asrita Sari (Universitas Negeri Medan)

LingPoet: Journal of Linguistics and Literary Research
Vol. 7 No. 3 (2026): LingPoet: Journal of Linguistics and Literary Research (In Press)

Artificial Intelligence (AI) translation programs such as Google Translate, DeepL, and ChatGPT are increasingly utilized by students studying English as a Foreign Language (EFL). They offer quick translation, vocabulary support, and writing support that can help in Self-Regulated Learning (SRL). This study investigated the use of AI translation by students in planning, monitoring, and evaluating learning. A qualitative design was adopted with 30 EFL students from a North Sumatran state university. Questionnaires and semi-structured interviews were used to gather data and thematically analyze them. The results suggested that AI tools are commonly applied to read difficult texts, practice vocabulary, and proofread writing. They applied them to all stages of SRL, but with different levels of reflection. The study showed unquestionably benefits in the form of easier access to material, effectiveness, and assurance, but unequivocal risks of overdependence, mistranslation, and reduced critical thinking. It means that AI tools can assist self-directed learning if used judiciously with supervision and clear moral guidelines.