o:37620 Korišćenje veštačke intelegencije u učenju jezika pospešuje samoregulisane veštine učenja kod studenta Using Artificial Intelligence In LSP Learning Enhances Students' Self-Regulated Learning Skills sr Korišćenje veštačke inteligencije (AI) za učenje stranog jezika struke poboljšava samoregulisane veštine učenja učenika korišćenjem strukturiranih alata i programa koji podstiču društveno zajedničku regulaciju. Sistematskom neeksperimentalnom metodom, uz statističke analize kao zamene za eksperimentalne kontrole (korišćenje SPSS programa za statističke analize) i ilustrativne primere u studiji, posmatra se značaj i načini primene metode kojom se olakšava saradnja učenika i podstiče osećaj zajedništva među učenicima primenom AI. Uspostavljanjem zajedničkih ciljeva, učenici mogu zajedno raditi na njihovom ostvarivanju, što poboljšava njihovu motivaciju i angažovanje u procesu učenja. Dok sarađuju, podstiču se da efikasno komuniciraju, dele resurse i podržavaju jedni druge, stvarajući okruženje koje pogoduje kolektivnom učenju i rastu. Ova interakcija sa vršnjacima igra ključnu ulogu u razvoju jezičkih veština, jer učenici mogu da vežbaju i primenjuju svoje znanje u diskusijama i aktivnostima u realnom vremenu. Štaviše, evaluacija strategija postaje sastavni deo iskustva učenja. Kako učenici procenjuju svoje pristupe na individualnom nivou, mogu da identifikuju šta im najbolje funkcioniše i da shodno tome usavrše svoje tehnike. Cilj studije je da se sagleda u kojoj meri , korišćenjem digitalnih alata, učenici postižu veću stručnost stranog jezika, efikasnije ispunjavajući akademska očekivanja. Dakle, istraživanje ima za cilj da istraži uticaj motivacionih strategija uz primenu AI na akademski uspeh, fokusirajući se na ulogu AI u samoregulaciji i efikasnosti. Pretpostavka je da se digitalizovana nastava engleskog jezika struke smatra značajnim faktorom, sa dokazima koji ukazuju na statistički značajnu prednost u motivacionim strategijama za učenike u digitalnim programima engleskog stručnog jezika. Instrumentom, rađenim za potrebe ovoga istraživanja, snimiće se interesovanja, značaj koji studenti daju korišćenju AI za podsticanje i zadovoljavanje istih, i konačno, uticaj na uspeh u stranom jeziku struke. Relijabilnost instrumenta, rađenog za potrebe ovoga istraživanja, testirana Krombahovim alfa koeficijentom, iznosi 0.89. Prigodni uzorak iznosi 267 studenata univerziteta u Srbiji, od kojih je 56 akademski darovitih (prosek iznad 9,00). Osnovni nalazi pokazuju da ova refleksivna praksa promoviše samosvest i osnažuje učenike da preuzmu odgovornost za svoje putovanje učenja. Integracijom ovih elemenata, upotreba veštačke inteligencije u obrazovanju stranog jezika struke poboljšava jezičku kompetenciju i neguje osnovne veštine kao što su kritičko azmišljanje, rešavanje problema i prilagodljivost – ključne kompetencije za uspeh u današnjem brzo promenljivom svetu. Ove strategije doprinose poboljšanom akademskom uspehu, pomažući u postavljanju ciljeva, raspodeli resursa, fokusiranju pažnje i rešavanju problema. Identifikovane su slabosti u motivacionim strategijama, kao što su raznovrsno predstavljanje informacija, strukturiranje koraka učenja i efikasno uključivanje spoljašnjih povratnih informacija. Rešavanje ovih praznina može poboljšati sposobnost učenika da regulišu svoje učenje i postignu uspeh u obrazovanju za strani jezik (ESP), ističući ključnu ulogu digitalne transformacije u oblikovanju efikasnih okruženja za učenje jezika. Using artificial intelligence (AI) for LSP (Language for Specific Purposes) learning enhances students' self-regulated learning skills by utilizing structured tools and programs that foster socially shared regulation. Using a systematic non-experimental method, with statistical analyses as a substitute for experimental controls (use of the SPSS program for statistical analyses) and illustrative examples, the study observes the importance and ways of applying the method that facilitates student cooperation and encourages a sense of community among students by using AI. By establishing common objectives, students can work together toward shared goals, which enhances their motivation and engagement in the learning process. As they collaborate, they are encouraged to communicate effectively, share resources, and support one another, creating an environment conducive to collective learning and growth. This peer interaction plays a crucial role in developing language skills, as students can practice and apply their knowledge in real-time discussions and activities. Furthermore, the evaluation of strategies becomes an integral part of the learning experience. As students assess their approaches on an individual level, they can identify what works best for them and refine their techniques accordingly. The intention was to see to what extent students achieve greater proficiency in a foreign language by using digital tools, more effectively meeting academic expectations. The research aims to investigate the impact of motivational strategies with the application of AI on academic success, focusing on the role of AI in self-regulation and efficacy. The assumption is that digitized LSP instruction is considered a significant factor, with evidence indicating a statistically significant advantage in motivational strategies for students in digital LSP programs. The instrument created for the purpose of this research has recorded the interests, the importance that students give to the use of AI to encourage and satisfy them, and finally, the impact of success in the LSP. The reliability of the instrument, tested by Cronbach's alpha coefficient, is 0.89. The convenient sample was 267 university students in Serbia, of whom 56 are academically gifted (average above 9.00). From the basic findings it was concluded that this reflective practice promotes self-awareness and empowers students to take ownership of their learning journey. By integrating these elements, the use of artificial intelligence in LSP education enhances linguistic competence and nurtures essential skills such as critical thinking, problem-solving, and adaptability—key competencies for success in today’s rapidly changing world. By using digital tools, students achieve greater proficiency in LSP, meeting academic expectations more effectively. Research aims to explore the impact of motivational strategies on academic success, focusing on their role in self-regulation and efficiency. Digitized LSP teaching is considered a significant factor, with evidence suggesting a statistically significant advantage in motivational strategies for students in digital LSP programs. These strategies contribute to improved academic performance by aiding in goal-setting, resource allocation, attention focus, and problem-solving. Weaknesses in motivational strategies were identified, such as presenting information diversely, structuring learning steps, and incorporating external feedback effectively. Addressing these gaps can enhance students’ ability to regulate their learning and excel in LSP education, highlighting the critical role of digital transformation in shaping effective language learning environments. Ključne reči: koristi, digitalna transformacija učenja za strani jezik, IKT, samoregulisano učenje, strukturirano učenje. Keywords: benefits, digital transformation of LSP learning, ICT, self-regulated learning, structured learning. 1552100 978-86-7372-328-0 2026-01-27T10:06:13.352Z 44 yes 46 Jelisaveta Šafranj University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia 0000-0003-0861-2290 Aleksandra Gojkov Rajić University of Belgrade, Techer Education Faculty person 0000-0002-7794-0565 Jelena Prtljaga Preschool Teacher Training and Medical College in Vršac, Serbia person 0009-0009-7415-0830 application/pdf 192454 https://phaidrabg.bg.ac.rs/o:37620 no yes 1 70 1552260 11A42 DAROVITI I VEŠTAČKA INTELIGENCIJA: izazovi i ograničenja u podsticanju izvrsnosti darovitih ZBORNIK REZIMEA 31 86 88 Visoka strukovna vaspitačka i medicinska škola u Vršcu 2025 https://www.uskolavrsac.edu.rs/wp-content/uploads/2025/07/Zbornik-rezimea-31-sa-medjunarodnog-naucnog-skupa-Daroviti-i-vestacka-inteligencija-Izazovi-i-ogranicenja-u-podsticanju-izvrsnosti-darovitih-2025.pdf