Enhancing Self-Directed Learning through AI Tools in Higher Education Among Master Two Students at the Department of English at Khenchela University
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Date
2025
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Abbes Laghrour Khenchela- University
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Abstract
This study investigates how AI tools—such as ChatGPT, adaptive learning platforms, and intelligent tutoring systems—support or hinder SDL among Master two students at the department of English at Khenchela University. Specifically, it explores the roles of AI literacy and learner autonomy in shaping personalized learning experiences and educational outcomes. Adopting a convergent parallel mixed methods design, the study collected quantitative data via structured surveys (n=50) and qualitative insights through semi-structured interviews. Findings reveal that AI tools enhance students’ ability to personalize learning paths, and maintain motivation. However, concerns emerged regarding overreliance and reduced metacognitive engagement as it may diminish opportunities for creative exploration and critical thinking if not appropriately integrated.
Key words: Artificial Intelligence, Higher Education, Personalized Learning, Adaptive learning platforms, Learner Autonomy.
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Ounis Salim