It is like a friend to me: Critical usage of automated feedback systems by self-regulating English learners in higher education

Abstract

This paper explores international students’ engagement with educational technology for self-regulated English learning at an Australian university. Despite the increased use of automated feedback systems (AFSs) for language assessment, students’ critical engagement with them for independent learning remains under-researched. The study primarily employed a qualitative approach to understand the students’ preferred AFS tools and critical engagement throughout their personalised learning journeys but it also included a small-scale quantitative component. Data were gathered from seven students’ e-portfolios, focus group interviews as well as a survey among 32 participants. Results highlight positive perceptions and successful use of AFSs, with students leveraging these tools to identify improvement areas, track progress and gain confidence. The study emphasises the importance of course structure, teacher guidance and a combination of human and automated feedback, in fostering learner autonomy and emotional self-regulation. The paper underscores the potential for sustained use of AFSs beyond the cours, and the significance of guiding learners to critically use these tools for ongoing learning and growth rather than dependence. These findings have significant implications, as readily available artificial intelligence tools such as ChatGPT hold great pedagogical potential for self-regulated learning within and beyond the language learning field. Implications for practice or policy Instructors can use AFSs as effective tools to help English learners in higher education when scaffolding critical engagement with automated feedback and emotional self-regulation and providing adaptability, as such scaffolding and flexibility are essential for mitigating the limitations of AFSs. Course leaders and universities should consider investing in AFSs as they can elevate the availability and sustainability of feedback for language enhancement and potentially any other type of learning.