Presenter Profile

Christina Page

Session Title(s)

QA139 

Conversations with Students on Self-Regulated Learning with GAI

Jovita Vytasek and Christina Page

Kwantlen Polytechnic University

Abstract 

How can learning developers foster AI literacy while helping students use AI ethically in their academic work? Recent research (Lin et al., 2024) shows students value GAI for levelling the linguistic playing field, particularly for multilingual writers, while expressing concerns about unethical use, reduced critical engagement, and the flattening of linguistic diversity. As GAI literacy can support academic success (Seo et al., 2021; Hashim et al., 2022; Barrot, 2023), learning developers play a critical role in supporting students’ self-regulated AI use to maximize learner benefits while avoiding pitfalls. 

In this workshop, we share our framework for teaching AI literacy in academic writing, building on Winne and Hadwin’s (1998) COPES model of SRL and recent work on AI literacy (Allen and Kendeou, 2024). Our 5-phase model integrates skills in prompt formation, output evaluation, and ethical AI use (see: https://wordpress.kpu.ca/gaiwriting/).

Participants will explore implementing this framework across disciplines through educational scaffolding that addresses (a) defining the writing task, (b) planning and goal setting, (c) using learning strategies, and (d) applying metacognitive processes to evaluate, reflect, and improve on both task completion and broader skill development.

 

References 

Allen, L.K. and Kendeou, P. (2024) ‘ED-AI Lit: An interdisciplinary framework for AI literacy in education’, Policy Insights from the Behavioral and Brain Sciences, 11(1), pp. 3–10. Available at: https://doi.org/10.1177/23727322231220339. 

Barrot, J.S. (2023) ‘Using ChatGPT for second language writing: Pitfalls and potentials’, Assessing Writing, 57, p. 100745. Available at: https://doi.org/10.1016/j.asw.2023.100745. 

Hashim, S. et al. (2022) ‘Trends on technologies and artificial intelligence in education for personalized learning: Systematic literature review’, International Journal of Academic Research in Progressive Education and Development, 11(1), p. Pages 884-903. Available at: https://doi.org/10.6007/IJARPED/v11-i1/12230. 

Lin, M.P.-C. et al. (2024) ‘An exploratory study on the efficacy and inclusivity of ai technologies in diverse learning environments’, Sustainability, 16(20), p. 8992. Available at: https://doi.org/10.3390/su16208992. 

Seo, K. et al. (2021) ‘The impact of artificial intelligence on learner–instructor interaction in online learning’, International Journal of Educational Technology in Higher Education, 18(1), p. 54. Available at: https://doi.org/10.1186/s41239-021-00292-9. 

Winne, P.H. and Hadwin, A.F. (1998) ‘Studying as self-regulated learning.’, in Metacognition in educational theory and practice. Mahwah,  NJ,  US: Lawrence Erlbaum Associates Publishers (The educational psychology series.), pp. 277–304.

Biography

Christina is a faculty member at Kwantlen Polytechnic University in British Columbia, Canada.  Her research and professional interests include multilingualism and challenging linguistic discrimination, supporting students in acquiring academic literacies,  and facilitating intercultural development.

Last modified: 26/09/2025