<scp>AI</scp> ‐Powered Applications’ Effects on English Language Learners’ Cognitive, Metacognitive, and Resource Management Strategies, and Language Achievement

Abstract

ABSTRACT Background Generative AI (GenAI) offers scalable feedback and planning support, yet rigorous evidence on how AI‐supported instruction shapes EFL learners' self‐regulated strategies and achievement remains limited. Objectives The main objectives are to test whether a feedback‐oriented GenAI integration improves (a) cognitive, metacognitive, and resource‐management strategies and (b) English achievement in university EFL coursework. Methods Ten intact classes of undergraduates ( N = 310) at Allameh Tabataba'i University were randomised at the class level to an AI condition ( n = 139) or control ( n = 171). The AI group completed a 6‐h AI‐literacy workshop and 12 weeks of guided practice using ChatGPT, Poe, and Bard within a draft‐first → AI critique → human evaluation workflow; the control group received the same curriculum without AI. Outcomes included adapted SILL subscales (cognitive, metacognitive, and resource management) and a researcher‐developed achievement composite (comprising reading, vocabulary, and writing). A MANCOVA with pretests as covariates, followed by prespecified ANCOVAs, reported adjusted means with 95% CIs and accounted for class‐level clustering. Qualitative data comprised 834 biweekly reflective journals, which were thematically analysed using double coding (Cohen's κ = 0.88). Results The AI group outperformed the control across all four outcomes; a MANCOVA indicated a significant multivariate effect, with follow‐up ANCOVAs showing partial η 2 values of approximately 0.16–0.22. The journals illuminated mechanisms—planning/monitoring, time efficiency, confidence, and calibrated help‐seeking—and flagged the risks of cognitive offloading without explicit guardrails. Conclusions When embedded in coherent pedagogy and supported by AI literacy, feedback‐oriented GenAI can strengthen the use of self‐regulated strategies and improve language achievement in university EFL contexts. Implementation should include clear usage norms and reflective monitoring to sustain learning quality.

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