{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,19]],"date-time":"2026-04-19T20:28:41Z","timestamp":1776630521582,"version":"3.51.2"},"reference-count":38,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,12,28]],"date-time":"2025-12-28T00:00:00Z","timestamp":1766880000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2025,12,28]],"date-time":"2025-12-28T00:00:00Z","timestamp":1766880000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Generative AI (GenAI) offers scalable feedback and planning support, yet rigorous evidence on how AI\u2010supported instruction shapes EFL learners' self\u2010regulated strategies and achievement remains limited.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>The main objectives are to test whether a feedback\u2010oriented GenAI integration improves (a) cognitive, metacognitive, and resource\u2010management strategies and (b) English achievement in university EFL coursework.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      Ten intact classes of undergraduates (\n                      <jats:italic>N<\/jats:italic>\n                      \u2009=\u2009310) at Allameh Tabataba'i University were randomised at the class level to an AI condition (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u2009139) or control (\n                      <jats:italic>n<\/jats:italic>\n                      \u2009=\u2009171). The AI group completed a 6\u2010h AI\u2010literacy workshop and 12\u2009weeks of guided practice using ChatGPT, Poe, and Bard within a draft\u2010first\u2009\u2192\u2009AI critique\u2009\u2192\u2009human evaluation workflow; the control group received the same curriculum without AI. Outcomes included adapted SILL subscales (cognitive, metacognitive, and resource management) and a researcher\u2010developed achievement composite (comprising reading, vocabulary, and writing). A MANCOVA with pretests as covariates, followed by prespecified ANCOVAs, reported adjusted means with 95% CIs and accounted for class\u2010level clustering. Qualitative data comprised 834 biweekly reflective journals, which were thematically analysed using double coding (Cohen's\n                      <jats:italic>\u03ba<\/jats:italic>\n                      \u2009=\u20090.88).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      The AI group outperformed the control across all four outcomes; a MANCOVA indicated a significant multivariate effect, with follow\u2010up ANCOVAs showing partial\n                      <jats:italic>\u03b7<\/jats:italic>\n                      <jats:sup>2<\/jats:sup>\n                      values of approximately 0.16\u20130.22. The journals illuminated mechanisms\u2014planning\/monitoring, time efficiency, confidence, and calibrated help\u2010seeking\u2014and flagged the risks of cognitive offloading without explicit guardrails.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>When embedded in coherent pedagogy and supported by AI literacy, feedback\u2010oriented GenAI can strengthen the use of self\u2010regulated strategies and improve language achievement in university EFL contexts. Implementation should include clear usage norms and reflective monitoring to sustain learning quality.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70171","type":"journal-article","created":{"date-parts":[[2025,12,28]],"date-time":"2025-12-28T19:13:21Z","timestamp":1766949201000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["<scp>AI<\/scp>\n                    \u2010Powered Applications\u2019 Effects on English Language Learners\u2019 Cognitive, Metacognitive, and Resource Management Strategies, and Language Achievement"],"prefix":"10.1002","volume":"42","author":[{"given":"Junhua","family":"Chen","sequence":"first","affiliation":[{"name":"Department of English, School of Culture Tourism and Health Care, Shanxi Institute of Science and Technology  Jincheng Shanxi China"}]},{"given":"Goudarz","family":"Alibakhshi","sequence":"additional","affiliation":[{"name":"Allameh Tabataba\u2019i University  Tehran Iran"}]}],"member":"311","published-online":{"date-parts":[[2025,12,28]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.22521\/edupij.2025.17.345"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1108\/SJLS\u201007\u20102024\u20100039"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.1186\/s40862\u2010020\u201000102\u20101"},{"key":"e_1_2_12_5_1","volume-title":"Educ\u2010AI\u2010tion Rebooted? 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