Speaker
Description
The integration of Artificial Intelligence (AI) in language education is increasingly reshaping teaching practices and learner autonomy. In Self-Regulated Learning (SRL), teachers play a critical role in guiding learners to set goals, apply learning strategies, and evaluate outcomes while interacting with AI-supported tools. However, previous research has mainly focused on AI-assisted language learning outcomes or SRL development separately, leaving a gap in understanding how teachers perceive their roles in AI-assisted SRL environments, particularly within ESL-oriented contexts. To address this gap, the study aims to examine teachers’ perceived roles in facilitating AI-supported SRL and whether prior AI training influences their SRL-support practices. A mixed-methods design was employed involving 60 lecturers who teach English to English majors from three Vietnamese universities. Data were collected through a questionnaire adapted from SRL frameworks and semi-structured interviews with a subset of 10 selected teachers to gain deeper insights into their perceptions. Quantitative data were analyzed using descriptive statistics and independent-samples t-tests in SPSS, while qualitative data were analyzed through thematic coding. The results indicate that teachers perceive their roles as facilitators and learning strategists rather than traditional knowledge transmitters. A significant difference was found between teachers with AI training and those without in implementing SRL-support strategies. The findings highlight the need for professional development programs that help ESL teachers effectively integrate AI in language instruction while fostering learners’ SRL.
Key words: Self-Regulated Learning (SRL), Artificial Intelligence (AI) in Education, English as a Second Language (ESL), teacher’s role, AI-assisted language learning
