BALANCING SPEED AND SELF-DIRECTION: A MEDIATED MODEL OF RESPONSIBLE CHATGPT USE FOR MALAYSIAN UNIVERSITY ESL LEARNERS
DOI:
https://doi.org/10.35631/IJMOE.831088Keywords:
Academic Integrity, ChatGPT, Learner Autonomy, Pedagogical Scaffolding, Self-Regulated LearningAbstract
The rapid adoption of generative artificial intelligence (AI) technology like ChatGPT in institutions of higher learning has revolutionized academic writing and language learning process. However, ESL students in universities need to make use of the computational power of AI while ensuring active self-regulation so as not to over-rely on ChatGPT, become passive learners, and have academic integrity issues. This conceptual paper thus presents a mediation framework for responsible ChatGPT use among Malaysian university ESL students. The study is based on a narrative review that used qualitative literature obtained from Scopus by adopting search terms, criteria, and procedures for screening studies and thematic synthesis of results. Findings suggest that ChatGPT can make tasks easier and faster and give instant feedback; however, its educational value lies in active involvement of learners in goal setting, evaluation, revising, and ownership of the task at hand. The suggested model views self-regulated learning as the main mediating mechanism between ChatGPT usage and learning, while feedback engagement, ethical considerations, and teacher scaffolding are moderating factors. The above relationships are conceptual propositions and not statistically tested mediators or moderators. Theoretically, the article brings together the self-regulated learning framework, learner autonomy framework, and sociocultural framework by viewing artificial intelligence as a scaffolding tool and not a replacement of cognitive efforts. In practice, the above theoretical framework helps in understanding the need for structured AI literacy, reflective writings, disclosure, and institutional regulation framework.
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