Engaging with AI: Exploring ChatGPT’s Role in Self-Regulation and Pre-Writing Stage

Visyalini Selvadurai; Persis Dineen Rodrigues; Lakshmi Priyadarshni Rajamohan

Authors

Dr. Visyalini Selvadurai Sunway University, Malaysia
Persis Rodrigues Sunway University, Malaysia https://orcid.org/0000-0001-9920-8853
Lakshmi Rajamohan Sunway University, Malaysia

Keywords:

self-regulated learning theory, artificial intelligence, Chat GPT, pre-writing phase

Abstract

Traditional English Language Teaching (ELT) methods often struggle to meet the diverse needs and learning preferences of students, resulting in limited engagement and suboptimal learning outcomes. However, in today’s rapidly evolving digital landscape, ELT practices have been transformed using generative AI tools to cater to the diverse needs and learning styles of students. The tools enhance student engagement, personalised learning pathways, and improve learning outcomes. By integrating generative AI tools into teaching practice, students can engage in quality writing. This article delves into the benefits of using ChatGPT among undergraduate students. In the pre-writing stage, ChatGPT is useful for the students to brainstorm and outline their work. Using the self-regulated learning theory (SRLT), educators can create prompts tailored to specific learning outcomes, encouraging learners to elaborate on their thoughts and practice critical thinking. Moreover, while writing, these tools can also suggest alternative word choices, synonyms, and sentence structures while functioning as a grammar and mechanics checker. Despite the advantages of ChatGPT, ethical considerations involving ChatGPT are discussed.

Author Biographies

Dr. Visyalini Selvadurai, Sunway University, Malaysia

Dr. Visyalini Selvadurai is a Teaching Fellow at the Centre for English Language Studies (CELS), Sunway University. She is an experienced and dedicated educator with more than a decade years of teaching experience in the field of education (TESL and Educational Management). Her main research interests are educational management, quality education, educational policy, leadership, and intercultural communicative competence. She also holds a keen interest in Artificial intelligence, recognizing its pivotal role in facilitating effective teaching and learning practices.
Persis Rodrigues, Sunway University, Malaysia

Persis Dineen Rodrigues teaches Academic English and Communication Skills subjects at the Centre for English Language Studies, Sunway University, Malaysia. She is also a certified trainer by the HRDF, Malaysia. She has developed and conducted various workshops and programmes for university students and working adults. Upon completion of her Postgraduate Certificate in Academic Practice (International) from Lancaster University, Rodrigues was conferred Fellow Member of Higher Education Academic of UK (AdvanceHE). Her research interests are in language learning strategies, and motivation, project-based learning, and E-learning. She is a Life Member of QRAM (Qualitative Research Association of Malaysia).
Lakshmi Rajamohan, Sunway University, Malaysia

Lakshmi Rajamohan is an instructor at Sunway University and a Fellow of the Higher Education Academy of UK. She teaches Academic English, and Communication Skills. Her research interests include education technology, self-regulated learning, and feedback literacy.