Self-Regulated Language Learning and Generative AI: A Systematic Review

Tuba Özturan

doi:10.52597/buje.1751534

EN TR

Self-Regulated Language Learning and Generative AI: A Systematic Review

Öz

This systematic review aims to investigate the integration of generative artificial intelligence tools within foreign and second language (L2) education contexts and their influence on learners' self-regulated learning. Adhering to the PRISMA and PICO protocols, the review encompasses five empirical studies. These studies were systematically coded and analyzed employing a two-cycle coding approach. The findings regarding the research context indicate that most of the included studies adopted an experimental design, primarily involving university-level English as a Foreign Language (EFL) learners. ChatGPT emerged as the most frequently utilized GenAI tool, and English was the dominant target language. Across the studies, self-regulated learning was examined through cognitive, affective, motivational, and metacognitive processes. Key outcomes included learners’ high acceptance of GenAI tools, reports of increased cognitive load while using ChatGPT, and overall positive impacts of GenAI integration on self-regulated learning processes. The paper concludes by offering insights for educators and proposing recommendations for future research.

Anahtar Kelimeler

generative artificial intelligence, self-regulated language learning, systematic review

Öz Düzenleme Becerileri ve Üretken Yapay Zeka: Sistematik Bir İnceleme

Öz

Bu sistematik inceleme, yabancı ve ikinci dil eğitim bağlamlarında üretken yapay zekâ araçlarının entegrasyonunu ve bunların öğrencilerin öz düzenlemeli öğrenmeleri üzerindeki etkisini araştırmayı amaçlamaktadır. PRISMA ve PICO protokollerine bağlı kalınarak, inceleme beş deneysel çalışmayı kapsamaktadır. Bu çalışmalar, iki döngülü bir kodlama yaklaşımı kullanılarak sistematik olarak kodlanmış ve analiz edilmiştir. Araştırma bağlamına ilişkin bulgular, dahil edilen çalışmaların çoğunun deneysel bir tasarım benimsediğini ve öncelikle üniversite düzeyindeki İngilizceyi Yabancı Dil Olarak Öğrenen öğrencileri içerdiğini göstermektedir. ChatGPT, en sık kullanılan üretken yapay zekâ aracı olarak ortaya çıkmış ve İngilizce baskın hedef dil olmuştur. Çalışmalar genelinde, öz düzenlemeli öğrenme bilişsel, duygusal, motivasyonel ve üstbilişsel süreçler aracılığıyla incelenmiştir. Temel sonuçlar arasında öğrencilerin üretken yapay zekâ araçlarını yüksek düzeyde kabul etmesi, ChatGPT kullanırken artan bilişsel yük raporları ve üretken yapay zekâ entegrasyonunun öz düzenlemeli öğrenme süreçleri üzerindeki genel olumlu etkileri yer almaktadır. Makale, eğitimciler için içgörüler sunarak ve gelecekteki araştırmalar için önerilerde bulunarak sona ermektedir.

Anahtar Kelimeler

üretken yapay zeka, öz düzenlemeli dil öğrenimi, sistematik inceleme

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Dil Edinimi

Bölüm

Derleme

Yazarlar

Tuba Özturan ^*
0000-0002-7099-0076
Türkiye

Yayımlanma Tarihi

31 Aralık 2025

Gönderilme Tarihi

26 Temmuz 2025

Kabul Tarihi

17 Ekim 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 42 Sayı: 3

DOI

https://doi.org/10.52597/buje.1751534

IZ

https://izlik.org/JA78CL47ML

APA

Özturan, T. (2025). Self-Regulated Language Learning and Generative AI: A Systematic Review. Bogazici University Journal of Education, 42(3), 177-194. https://doi.org/10.52597/buje.1751534

AMA

1.Özturan T. Self-Regulated Language Learning and Generative AI: A Systematic Review. BUJE. 2025;42(3):177-194. doi:10.52597/buje.1751534

Chicago

Özturan, Tuba. 2025. “Self-Regulated Language Learning and Generative AI: A Systematic Review”. Bogazici University Journal of Education 42 (3): 177-94. https://doi.org/10.52597/buje.1751534.

EndNote

Özturan T (01 Aralık 2025) Self-Regulated Language Learning and Generative AI: A Systematic Review. Bogazici University Journal of Education 42 3 177–194.

IEEE

[1]T. Özturan, “Self-Regulated Language Learning and Generative AI: A Systematic Review”, BUJE, c. 42, sy 3, ss. 177–194, Ara. 2025, doi: 10.52597/buje.1751534.

ISNAD

Özturan, Tuba. “Self-Regulated Language Learning and Generative AI: A Systematic Review”. Bogazici University Journal of Education 42/3 (01 Aralık 2025): 177-194. https://doi.org/10.52597/buje.1751534.

JAMA

1.Özturan T. Self-Regulated Language Learning and Generative AI: A Systematic Review. BUJE. 2025;42:177–194.

MLA

Özturan, Tuba. “Self-Regulated Language Learning and Generative AI: A Systematic Review”. Bogazici University Journal of Education, c. 42, sy 3, Aralık 2025, ss. 177-94, doi:10.52597/buje.1751534.

Vancouver

1.Tuba Özturan. Self-Regulated Language Learning and Generative AI: A Systematic Review. BUJE. 01 Aralık 2025;42(3):177-94. doi:10.52597/buje.1751534

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Prohominum

https://doi.org/10.47606/ACVEN/PH0523

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International Journal of Education Psychology and Counseling

https://doi.org/10.35631/IJEPC.1164036

Aksi belirtilmedikçe bu sitedeki tüm içerik Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY 4.0) kapsamında lisanslanmıştır.

Self-Regulated Language Learning and Generative AI: A Systematic Review

Öz

Anahtar Kelimeler

Öz Düzenleme Becerileri ve Üretken Yapay Zeka: Sistematik Bir İnceleme

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster

Cited By

Inteligencia Artificial Generativa y Aprendizaje Autorregulado en Educación Superior: Una Revisión Narrativa

AI GENERATIF SEBAGAI RAKAN PEMBELAJARAN BAHASA ARAB: SATU PERSPEKTIF KONSEPTUAL