AI Research Summary
Before Human ReviewBased on abstract · Full text not reviewed
This abstract concerns a systematic literature review on the psychological processes of learning with generative AI in foreign language education, and the full text has not been reviewed. Synthesizing 51 empirical studies from 2022 to June 2026, it argues that metacognition explains planning, monitoring, regulation, and reflection; trust explains acceptance, verification, modification, and rejection of AI outputs; and human-AI co-regulation explains the division of cognitive and regulatory activities between learners and AI. Based on this, the authors propose the MTC framework.
Key Points from the Abstract
- Metacognition involves learners' planning, monitoring, regulation, and reflection.
- Trust affects the acceptance, verification, modification, and rejection of AI information and feedback.
- Human-AI co-regulation views activities as dynamically distributed in teacher-mediated contexts.
Relevance to AI Law and Policy
It provides a useful theoretical basis for designing learner trust, metacognition, and regulation in foreign language education using generative AI.
Limitations to Consider
- Because this is based only on the abstract, the full text cannot be reviewed.
- The quality assessment and heterogeneity of the included studies are not identifiable from the abstract.
- Because limitations are not specified, additional constraints cannot be determined from the abstract alone.
Please compare with the original text before citing or using it in your assessment.
Abstract Preview
Generative artificial intelligence (GenAI) is reshaping foreign language education, yet the psychological processes unde…Read more in the abstract and original text Research Topic
Original text and source
The psychology of learning with generative AI in foreign language education: building a theory of metacognition, trust, and human–AI co-regulation through a systematic review
The Korean title on this page was translated by AI.- Database
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