LEVERAGING ARTIFICIAL INTELLIGENCE TO PROMOTE SELF-LEARNING IN THE DIGITAL ENVIRONMENT – A STUDY AT THE FACULTY OF ENGLISH, HANOI OPEN UNIVERSITY

Abstract

This study investigates the impact of Artificial Intelligence (AI) on Self-Regulated Learning (SRL) among first-year English majors at Hanoi Open University. Using a mixed-methods approach, the research explores how Generative AI tools—such as ChatGPT and Bing Chat—serve as pedagogical "launchpads" rather than intellectual "crutches". Key findings show that AI feedback significantly strengthens the SRL cycle by helping learners decompose goals and providing immediate, non-judgmental diagnostic support. Notably, learners demonstrate high levels of "Technological Self-efficacy" and actively cross-verify AI outputs to mitigate the risk of "hallucinations." The study concludes that AI promotes independent thinking and adaptive help-seeking when positioned as a "debating partner." These results offer vital insights for higher education transitions, suggesting that AI-integrated frameworks can optimize self-learning capacity and cultivate the critical evaluation skills necessary for the Education 4.0 era.