Metacognitive awareness of pre-service language teachers through ai-powered language learning environments

N.A. Utemgaliyeva, A. D. Beisembayeva

2026

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DOI 10.48081/bgqf2072
Data confidence 85 high
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Abstract

The current article is devoted to examining the metacognitive awareness (MA) of pre-service language teachers in AI-supported language learning contexts. It explores the role of AI in facilitating self-regulated learning and critical thinking and innovative reflective teaching practice of the future teacher candidates. The use of artificial intelligence (AI) tools for language learning in a broader sense has emerged as a key research area in recent years. The significance of the research is conditioned by the active introduction of the AI technologies into the modern educational process and their potential in development on metacognitive skills. The aim of this study is to investigate pre-service language teachers’ planning, monitoring, evaluation and regulation of their learning processes, determining the role of AI in pre-service language teachers’ developing metacognitive skills. The mixed methods approach used to collect quantitative data from a survey, and a review of scientific literature about the role of metacognition and AI on language learning were done. The research was conducted among 100 pre-service language teachers’ of al-Farabi Kazakh National University. The survey was administered through Google Forms. The results demonstrate that students use the AI tools quite often, and these tools have a positive influence on their skills to self-regulate. Such practices highlight that metacognitive strategies should embrace flexibility and adaptability, and that artificial intelligence may play a crucial role in effective teaching. Understanding these aspects is crucial for teacher education programs to enable future teachers not only to be adept at the use of technology but also to give students the skills to use self-regulatory and thinking strategies. Overall, the results indicate that pre-service language teachers in AI learning environments show a high level of metacognitive awareness as indicated through their goal-setting, task prioritization, and efficient resource organization capabilities. Keywords: metacognitive awareness (MA), pre-service language teachers, self-regulation, learning tool, artificial intelligence (AI), chatbots, thinking strategies.