Articles
| Open Access | Leveraging Artificial Intelligence for Self-Regulated Learning in EFL Presentation Skill Acquisition: Learner Perceptions and Practices
Abstract
The development of effective presentation skills is crucial for English as a Foreign Language (EFL) learners in academic and professional contexts. This complex skill necessitates not only linguistic proficiency but also strategic self-regulation. With the rapid integration of Artificial Intelligence (AI) into language education, understanding how EFL learners leverage these tools for self-regulated learning (SRL) in developing presentation skills has become paramount. This study investigates the priorities and utilization patterns of AI-enhanced SRL among EFL learners focused on improving their presentation abilities. Employing a qualitative research design, data were collected through semi-structured interviews with university-level EFL students. Thematic analysis revealed that learners prioritize AI tools for enhancing linguistic accuracy (pronunciation, grammar, vocabulary), improving fluency, and managing public speaking anxiety. Their utilization patterns spanned across various SRL phases, from forethought (content generation, outlining) to performance (rehearsal with AI feedback) and self-reflection (analyzing AI-generated performance reports). While participants appreciated AI's accessibility, personalized feedback, and anxiety-reducing potential, challenges related to over-reliance, authenticity, and ethical considerations were also identified. These findings offer valuable insights for educators and developers regarding the pedagogical integration of AI to foster more effective and self-directed language learning environments, particularly in the realm of complex communicative skills like presentations.
Keywords
Artificial Intelligence, Self-Regulated Learning, EFL Learners
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Copyright (c) 2025 Dr. Tomoko Nishida, Dr. Naoya Fujimoto
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