This study investigated how educational technology (EdTech) influences Korean EFL college students’ learning strategies, focusing on cognitive, metacognitive, and resource-management dimensions. A total of 107 first-year engineering students participated in a 12-week English conversation course, with one group receiving EdTech-based instruction using tools such as ChatGPT, Padlet, and Classcard, and another group receiving traditional instruction. Results showed that the EdTech group significantly improved in cognitive and metacognitive strategies such as elaboration, organization, and self-monitoring while resource management strategies, including time management, effort regulation, peer learning, and help seeking, showed little change. This outcome reflects that the EdTech tasks emphasized cognitive engagement and instant feedback rather than behavioral regulation. These findings suggest that while technology enhances learners’ reflection and self-regulation, it does not automatically promote external management of learning behaviors. To achieve balanced self-regulated learning, instructors should integrate digital tools with explicit guidance in time management, persistence, and collaboration, enabling students to become more autonomous and cooperative learners in technology-enhanced environments.
1. Introduction
2. Literature Review
3. Methods
4. Results
5. Discussion
6. Conclusion
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