# Self-Regulated Learning

RegulaTutor links historical evidence, learner interpretation and teaching policy into one inspectable chain for long-term personalized tutoring, raising historical-evidence accuracy by 13.2 percentage points and learner diagnosis by 11.6 points on average across nine fixed-backbone comparisons on LongTutor.

RegulaTutor links historical evidence, learner interpretation and teaching policy into one inspectable chain for long-term personalized tutoring, raising historical-evidence accuracy by 13.2 percentage points and learner diagnosis by 11.6 points on average across nine fixed-backbone comparisons on LongTutor.

In a six-week flipped EFL writing course, 58 second-year student teachers at a Thai university independently selected resources such as textbooks, websites, educational videos, and GenAI tools and synthesized their learning through handwritten notebook summaries; questionnaire responses showed generally positive perceptions of learning preparation, information management, learning responsibility, and writing readiness, while focus group discussions with 30 students revealed four interconnected constraints—limited linguistic and background knowledge, uncertainty without immediate teacher guidance, difficulty evaluating and synthesizing multiple resources, and challenges in negotiating GenAI use—which students navigated through increased effort, planning and self-regulation, use of multiple

In a six-week flipped EFL writing course, 58 second-year student teachers at a Thai university independently selected resources such as textbooks, websites, educational videos, and GenAI tools and synthesized their learning through handwritten notebook summaries; questionnaire responses showed generally positive perceptions of learning preparation, information management, learning responsibility, and writing readiness, while focus group discussions with 30 students revealed four interconnected constraints—limited linguistic and background knowledge, uncertainty without immediate teacher guidance, difficulty evaluating and synthesizing multiple resources, and challenges in negotiating GenAI use—which students navigated through increased effort, planning and self-regulation, use of multiple

The study assigned 70 Omani pre-intermediate English learners to two groups of 35, with a control group receiving face-to-face instruction and an experimental group using NotebookLM AI as the main learning source for 80 target words; both groups improved on the posttest but the experimental group scored higher, the control group's scores dropped on the delayed posttest while the experimental group continued to improve, and the experimental group also outperformed the control group on a self-directed learning questionnaire.

The study assigned 70 Omani pre-intermediate English learners to two groups of 35, with a control group receiving face-to-face instruction and an experimental group using NotebookLM AI as the main learning source for 80 target words; both groups improved on the posttest but the experimental group scored higher, the control group's scores dropped on the delayed posttest while the experimental group continued to improve, and the experimental group also outperformed the control group on a self-directed learning questionnaire.