In 21st-century learning, students' second-language (L2) writing competence should be grounded in the principle of lifelong learning, with teachers recognising the urgency of self-directed learning. By encouraging autonomy, this principle and praxis enable students to improve their writing abilities outside the conventional classroom, helping them succeed in various situations, including international communication. This mixed-method study involved 40 participants from one university in Indonesia. This study aimed to (1) describe the implementation of self-directed learning through automated written corrective feedback and (2) reveal the students' perceptions of automated written corrective feedback in EFL writing classrooms. Classroom observation, writing test, and semi-structured interviews were used to collect research data. The quantitative data were analyzed statistically using SPSS version 25. In contrast, the qualitative data were analyzed using triangulation following the concurrent activity flows comprising data condensation, data display, and drawing and verifying conclusions. The study's findings revealed that teachers and students intensely monitored the implementation of self-directed learning through automated written corrective feedback during writing activities. Students' writing scores met the minimum completeness criteria. The subsequent finding reflected students' positive perceptions of self-directed learning style in a writing project that could improve their proficiency.
Self-regulated learning capabilities determine academic success in higher education, yet traditional instruction shows limited effectiveness in developing these essential competencies. This quasi-experimental study investigated how intelligent AI agents influence SRL development in 384 university students across three Polish institutions during the 2022-2023 academic year. We assigned 196 students to an intervention group using an integrated AI system with adaptive pathways, metacognitive scaffolding, analytics dashboards, and automated feedback, while 188 controls received conventional instruction. Both groups completed the Motivated Strategies for Learning Questionnaire before and after the 16-week intervention, with behavioral data continuously logged throughout. Results showed the intervention group achieved 34.7 % higher metacognitive awareness (Cohen's d = 1.23, p < 0.001), demonstrating students became substantially better at reflecting on and directing their learning processes. Self-monitoring behaviors improved by 41.2 % (d = 1.38, p < 0.001), meaning students tracked their progress and adjusted strategies more effectively. Goal-setting effectiveness rose 28.9 % (d = 0.97, p < 0.001), indicating clearer learning objectives and better planning. Learning analytics revealed intervention students visited the platform 2.3 times more frequently and accessed 2.3-fold more diverse resources than controls. Multiple regression showed that AI-mediated metacognitive support predicted nearly half the variance in academic achievement (R2 = 0.473, F(4,379) = 85.42, p < 0.001). However, cluster analysis identified concerning dependency patterns in 23.6 % of intervention participants who over-relied on AI guidance despite receiving the same intervention as more autonomous peers. These findings demonstrate intelligent agents can powerfully enhance self-regulatory capacities while highlighting the need for designs that prevent maladaptive dependency and maintain student agency.
Introduction. The article is devoted to examining the practices involved in shaping the cultural identity of university students. Aim. This study aims to identify tradition as a form of cultural capital and as a factor in the formation of young people's cultural identity. Methodology and research methods. An analysis of the literature, a secondary analysis of sociological research findings on the value orientations of Russian youth, and the results of conducted focus groups led to the conclusion that students associate cultural identity with traditions that have historically developed across various spheres of life. Eighty per cent of focus group participants defined tradition as a cultural code, whereas the students' stance was ambivalent and syncretic. Results and scientific novelty. It has been established that young people do not perceive traditions as an immutable cultural framework; rather, in the context of an "identity crisis", they actively create and recreate their identities, including by drawing on cultural traditions. Russian youth (the digital generation, encompassing both younger and older millennials) regard a strong family as a traditional value. However, their evaluation of other values traditionally associated with Russian cul-ture is ambivalent. Reflexive traditionality is highlighted as important, involving the comprehension and analysis of the role of traditions in culture and their connection to both personal and collective cultural identity. An example of this reflexivity is the model of reproducing the spiritual personality of the teacher (with its characteristic system of activities and motivations) in the student. Such examples of reproduc-tion exist in various cultures, including our own national culture. The educational and socio-cultural environment of educational institutions can and should serve as a space for reflexive traditionality. The formation of traditional cultural values should also be the outcome of a purposeful state youth policy. Practical significance. The results obtained can serve as a valuable tool for university lecturers in evaluat-ing the role of tradition in culture and in shaping students' cultural identity.
The article addresses the problem of analyzing large corpora of scientific texts. It is noted that traditional scientometric approaches based on citation analysis do not always capture the substantive proximity of ideas or trace the intellectual continuity of scientific knowledge. The paper proposes an algorithm that combines the capabilities of large language models (LLMs) with quantitative analytical methods. The approach proceeds in two stages. At the first stage, LLM is used to automatically structure the text of a scientific paper and convert it into a machine-readable format. This yields, for each work, a vector representation of its thematic profile. At the second stage, thematic profiles of individual works and of pre-specified groups (schools of thought) are compared using centroid distances and clustering techniques. The ultimate goal is to move beyond formal relational analyses among researchers (e. g., “supervisor — dissertation candidate”) toward constructing an intellectual genealogy that tracks the evolution of schools of thought on the basis of the substantive proximity of their ideas. It is emphasized that the proposed approach does not replace expert assessment but serves as an auxiliary tool for navigating the scientific literature and identifying connections between studies.
Introduction. The relevance of the problem is due to the importance of studying personal characteristics, which express deep, often unconscious attitudes of a person to the world around them and their place in this world. These attitudes include basic and irrational beliefs. Objective. Identification of the interrelation and mutual influence of the basic and irrational beliefs on each other. Materials and Methods. As diagnostic tools, we used the questionnaire (list) of A. Beck and A. Freeman to identify irrational beliefs and the questionnaire of R. Yanoff-Bulman adapted by M. A. Padun and A. V. Kotelnikova to identify basic beliefs. The results were processed using correlation analysis (Pearson’s dichotomous correlation coefficient was used) and regression analysis (a variant of binary logistic regression). Results. A total of 206 students and undergraduates from Moscow City Pedagogical University and Cherepovets State University aged 17 to 50 years, mean age 23.67 (SD = 7.48), 93 men (45.15%) participated in the study. Based on correlation and regression analysis, it was found that the irrational belief of the avoidant type negatively interacts with such basic beliefs as the justice of the surrounding world, the value of the «I», luck and control, the irrational belief of the obsessive-compulsive type is positively associated with the belief in the benevolence of the world, and the irrational belief of the paranoid type negatively interacts with the basic beliefs in the and in the justice of the world. Discussion. During the discussion, it is concluded that irrational beliefs, with some exceptions, are more likely to negatively correlate with each other and basic beliefs are more likely to positively correlate with each other. Only three types of irrational beliefs out of nine were actually associated with basic beliefs and can act as their predictors, just as basic beliefs can act as predictors of irrational beliefs: these are irrational beliefs of the avoidant type, paranoid type (negative relationship and mutual influence), and obsessive – compulsive type (positive relationship and mutual influence). The results obtained can be used in the correction of pronounced irrational and weakly expressed basic beliefs with students.
