AI USE AND IMPACT ON METACOGNITIVE STRATEGY OF ESL LEARNERS IN HIGHER EDUCATION
DOI:
https://doi.org/10.55197/qjssh.v6i3.713Keywords:
Artificial intelligence (AI), AI use frequency, AI literacy, metacognitive strategies, strategic ESL language learningAbstract
The use of Artificial Intelligence (AI) in education is still being debated. People who embrace AI may argue that if applied wisely can lead to unprecedented discoveries and new ideas for research. However, others feel that the use of AI diminishes originality and creativity due to dependency on AI tools. Students when using AI need to be critical and aware of the existence of biasness and inaccuracy of information gained. Hence, this study is aimed to identify the frequency of AI use and its impact on metacognitive strategies. A total of 241 from an undergraduate ESL programme of a local university in Malaysia participated in the study by answering a survey. The survey yielded that the main metacognitive strategy was ‘Searching other references.’ In addition, it was found that there is a weak relationship between the frequency use of AI and critical use of metacognitive strategies. This study highlights the importance of strategy awareness among the students so that they can harness the benefits of using AI in their everyday academic life.
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Copyright (c) 2025 NOR FAZLIN MOHD RAMLI, NUR HUSLINDA CHE MAT, FARINA TAZIJAN, SITI FAUZIANA ZAKARIA, MALISSA MARIA MAHMUD
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