A comparative analysis of academic literacy support models: Impacts on self-regulated learning (SRL) for an international student in Australia

Abstract

The advent of artificial intelligence (AI) has sparked significant debate regarding optimal implementation strategies, with many discussions relying on assumptions that have not been thoroughly tested. This study aims to move beyond speculation by critically examining the role of AI tools, specifically ChatGPT PDF, in supporting self-regulated learning (SRL) in the context of academic literacy. Situated within the process of composing a master’s thesis in education in Australia, this investigation adopted a qualitative, self-reflective research design to compare the effectiveness of AI tools with traditional university-based academic support models. The findings suggest that while AI tools like ChatGPT PDF can enhance SRL through real-time feedback and increased accessibility, they also have limitations in providing deeper cognitive support. To optimise their effectiveness, AI tools should be integrated within a comprehensive framework that promotes self-efficacy, metacognitive reflection and a deeper understanding of academic literacy. This approach ensures that AI tools not only aid task completion but also foster transformative learning and independent thinking.

Implications for practice or policy:

• University academic support centres should revise their online literacy support guidelines to foster quality SRL. These revisions should be informed by pedagogically sophisticated frameworks, grounded in current intellectual thinking about effective academic support and how these insights can best be translated into online contexts.
• Universities have tended to depend heavily on outsourced literacy support, which is often costly and limited in scope. Policies should instead prioritise academically sophisticated, technology-enhanced online support that can systematise aspects of human intelligence within AI tools. Such an approach would not only extend access and efficiency but also strengthen students’ capacity for SRL in a more coherent and sustainable way.