Leveraging Chatgpt for Self-Regulated Learning in an Interpreting Course

Recent developments in artificial intelligence (AI) are increasingly being used to support students’ self-regulated learning (SRL) in digital learning environments. This study examines Vietnamese students’ views and practices regarding the use of ChatGPT for SRL in interpreting. Using Zimmerman’s Cyclical Model of SRL, the research explores how students work with ChatGPT across the three stages: forethought, performance, and self-reflection. A mixed-methods design was adopted, including survey questionnaires (n = 178), focus-group interviews (n = 24), and guided reflections (n = 80), to gain a clear and comprehensive picture of students’ experiences. The findings show that the students generally consider ChatGPT a helpful tool for online interpreting practices, especially in the forethought and self-reflection stages. This is because ChatGPT can provide both linguistic and emotional support, as well as immediate feedback for self-assessment and improvement. However, its effectiveness differs depending on students’ language proficiency and their ability to manage and use the tool appropriately. In addition, cultural factors in interpreting performance also create challenges in ChatGPT’s evaluation process. The results emphasize the importance of digital literacy and metacognitive awareness when using ChatGPT and suggest that pedagogical guidance is needed to effectively integrate this AI tool into SRL contexts.

Digital Literacy · Language acquisition · Literacy · Metacognition · Vietnamese · Work (physics) · Artificial Intelligence in Healthcare and Education · E-Learning and COVID-19 · Online Learning and Analytics