ARTIFICIAL INTELLIGENCE AND SELF-REGULATED LEARNING: PERSPECTIVES FROM GRADUATE STUDENTS IN ACADEMIC RESEARCH

DOI: 10.18173/2354-1075.2025-0107

Abstract

This study investigates the relationship between artificial intelligence (AI) use and selfregulated learning (SRL) among graduate students in academic research. Using qualitative methods, data were collected through focus group discussions with 12 master's students from a university in Central Vietnam. Thematic analysis was employed to explore how AI supports or hinders SRL across three phases: forethought, performance, and self-reflection. Findings indicate that AI enhances students' goal-setting, planning, and motivation in the early stages of research. During the performance phase, AI aids in improving academic writing structure and content organization, yet students struggled to balance AI use with independent critical thinking. In the selfreflection phase, AI assisted students in evaluating research outcomes, but some faced difficulties in adjusting their AI strategies effectively. The study highlights the need for clear guidance to help students optimize AI use while fostering independent thinking and effective SRL strategies in academic research.