https://www.masterjournals.com/index.php/crjp <p><strong>Current Research Journal of Pedagogics</strong> is an open-access, international, peer-reviewed scholarly journal dedicated to advancing the field of pedagogy by publishing high-quality research and innovative practices in education. Our aim is to provide a platform for researchers, educators, and practitioners to contribute to the global discourse on pedagogy, fostering collaboration and the exchange of knowledge to enhance teaching and learning across diverse educational contexts.</p> <p><strong>Current Research Journal of Pedagogics</strong></p> <p><strong>Journal CrossRef Doi (10.37547/crjp)</strong></p> <p><strong>Last Submission:- 25th of Every Month</strong></p> <p><strong>Frequency: 12 Issues per Year (Monthly)</strong></p> <p> </p> Master Journals en-US Current Research Journal of Pedagogics 2767-3278 <p><em>Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the <a href="https://creativecommons.org/licenses/by/4.0/"><strong>Creative Commons Attribution License 4.0 (CC-BY)</strong></a>, which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.</em></p> https://www.masterjournals.com/index.php/crjp/article/view/2122 <p>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.</p> Dr. Tomoko Nishida Dr. Naoya Fujimoto Copyright (c) 2025 Dr. Tomoko Nishida, Dr. Naoya Fujimoto https://creativecommons.org/licenses/by/4.0 2025-06-01 2025-06-01 6 06 1 7