Regulating Learning through ChatGPT: Reflections from International Graduate Students

• In Event: AERA Poster Session Thursday 9:45am
  In Poster Session: Higher Education and Student Learning Outcomes

Abstract

This roundtable explores how international graduate students in U.S. higher education engage with ChatGPT to support self-regulated learning (SRL). Grounded in Zimmerman’s SRL framework, the session draws on auto-ethnographic reflections of five students representing diverse linguistic and disciplinary backgrounds. Their narratives highlight how ChatGPT regulates their learning; supports their academic writing, conceptual understanding, and builds their confidence in navigating unfamiliar academic and cultural environments. Recurring patterns across these reflections include linguistic empowerment and ideation support. ChatGPT is positioned as both a cognitive scaffold and a cultural tool, helping students reflect on and adapt their learning strategies to their new environment.

Authors

• Stephen Kwame Ameko, Utah State University

• Stephen Emmanuel Abu, University of Alabama

• Oguns Clement Audu, Oklahoma State University

• Irene Boahemaa Kyereh, Utah State University

• Asmaa Yazidi Alaoui, Utah State University

• Johnson Gbedze, Utah State University

• Rebecca Y. Bayeck, Utah State University