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Abstract
This article analyzes the influence of artificial-intelligence-based chatbots on the development of learner autonomy and self-regulated learning skills among university students in English-language speaking instruction. Drawing on Zimmerman's theory of self-regulated learning, empirical studies published between 2022 and 2026 are synthesized. The analysis shows that AI chatbots support the development of self-regulatory components such as goal setting, strategy selection, and self-monitoring, but that autonomy is not fostered automatically and instead requires deliberate pedagogical guidance.
References
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