Al Sawi, I., & Allam, R. (2024). Exploring challenges in audiovisual translation: A comparative analysis of human and AI-generated Arabic subtitles in Birdman.
Plos One, 19(10), 1-20.
https://doi.org/10.1371/journal.pone.0311020
Ali, G., & Ali, N. (2023). Understanding shifting paradigms of translation studies in 21st century.
Preprint, 1-29.
https://doi.org/10.21203/rs.3.rs-3151456/v1
Alkodimi, K., Alqahtani, O., & Al-Wasy, B. (2024). Human-AI collaboration in translation and back translation of literary texts.
Journal of Social Studies, 30(2), 174-192.
https://doi.org/10.20428/jss.v30i2.2404
Ameri, S. (2024). AI-Induced emotions: A translator vulnerability perspective.
Cognition, Emotion & Education, 2(1).
https://doi.org/10.22034/cee.2024.435751.1016
Amigud, A., & Lancaster, T. (2019). 246 reasons to cheat: an analysis of students’ reasons for seeking to outsource academic work.
Computers & Education, 134(C), 98-107.
https://doi.org/10.1016/j.compedu.2019.01.017
Amigud, A., & Lancaster, T. (2020). I will pay someone to do my assignment: an analysis of market demand for contract cheating services on Twitter.
Assessment & Evaluation in Higher Education, 45(4), 541-553.
https://doi.org/10.1080/02602938.2019.1670780
Asscher, O. (2023). The position of machine translation in translation studies: A definitional perspective.
Translation Spaces, 12(1).
https://doi.org/10.1075/ts.22035.ass
Awdry, R. (2021). Assignment outsourcing: moving beyond contract cheating.
Assessment and Evaluation in Higher Education, 46(2), 22--235.
https://doi.org/10.1080/02602938.2020.1765311
Barnard-Brak, L., Lan, W., & Paton, V. (2010). Profiles in self-regulated learning in the online learning environment.
International Review of Research in Open and Distance Learning, 11(1), 61-80.
https://doi.org/10.19173/irrodl.v11i1.769
Brimble, M. (2016). Why students cheat: An exploration of the motivators of student academic dishonesty in higher education. In T. Bretag (Ed.),
Handbook of academic integrity (pp. 365-382). Springer.
https://doi.org/10.1007/978-981-287-098-8_58
Buot, J. (2023). Exploring the influence of self-regulated learning strategies on learning motivation in a blended learning environment. Journal of Educational Research, 2(2), 1-17.
Bygren, M. (2022). Biased grades? Changes in Grading after a Blinding of Examinations Reform.
Assessment & Evaluation in Higher Education, 45(2), 292-303.
https://doi.org/10.1080/02602938.2019.1638885
Caixia, L., Abu Bakar, Z., & Qianqian, X. (2025). Self-regulated learning and academic achievement in higher education: A decade systematic review.
International Journal of Research and Innovation in Social Science, 9(3), 4488-4504.
https://doi.org/10.47772/IJRISS.2025.90300358
Campos, M. (2025). AI-assisted feedback in CLIL courses as a self-regulated language learning mechanism: students’ perceptions and experiences.
European Public and Social Innovation Review, 10, 1-14.
https://doi.org/10.31637/epsir-2025-1568
Carter Jr, R., Rice, M., Yang, S., & Jackson, H. (2020). Self-regulated learning in online learning environments: strategies for remote learning.
Information and Learning Sciences, 121(5-6), 321-329.
https://doi.org/10.1108/ILS-04-2020-0114
Chen, J. (2022). The effectiveness of self-regulated learning (SRL) interventions on L2 learning achievement, strategy employment and self-efficacy: A meta-analytic study.
Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1021101
Cho, M.-H., & Heron, M. (2015). Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course.
Distance Education, 36(1), 80-99.
https://doi.org/10.1080/01587919.2015.1019963
Dent, A., & Koenka, A. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis.
Educational Psychology Review, 28, 425-474.
https://doi.org/10.1007/s10648-015-9320-8
Elkins, K. (2024). In search of a translator: using AI to evaluate what’s lost in translation.
Frontiers in Computer Sciences, 6(1444021).
https://doi.org/10.3389/fcomp.2024.1444021
Evering, L., & Moorman, G. (2012). Rethinking plagiarism in the digital age.
Journal of Adolescent & Adult Literacy, 56(1), 35-44.
https://doi.org/10.1002/JAAL.00100
Faza, A., & Agri Lestari, I. (2025). Self-regulated learning in the digital age: A systematic review of strategies, technologies, benefits, and challenges.
International Review of Research in Open and Distributed Learning, 26(02), 23-58.
https://doi.org/10.19173/irrodl.v26i2.8119
Flom, J., Green, K., & Wallace, S. (2021). To cheat or not to cheat? An investigation into the ethical behaviors of generation Z.
Active Learning in Higher Education, 24(2), 155-168.
https://doi.org/10.1177/14697874211016147
Fu, L., & Liu, L. (2024). What are the differences? A comparative study of generative artificial intelligence translation and human translation of scientific texts.
Humanities and Social Sciences Communications, 11. https://doi.org/10.1057/s41599-024-03726-7
Greenquist-Marlett, S., Bol, L., & Hill, C. (2024). Teachers’ perceptions of their self-regulated learning practices in elementary school classrooms.
Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1464350
Howard, R., & Davies, L. (2009). Plagiarism in the Internet age. Educational Leadership, 66(6), 64-67.
Jaramillo, A., Salinas-Cerda, J., & Fuentes, P. (2022). Self-regulated learning and academic performance in Chilean University students in virtual mode during the pandemic: Effect of the 4Planning App.
Frontiers in Psychology, 13.
https://doi.org/10.3389/fpsyg.2022.890395
Johnston, H., Wells, R. F., Shanks, E. M., Boey, T., & Parsons, B. N. (2024). Student perspectives on the use of generative artificial intelligence technologies in higher education.
International Journal for Educational Integrity, 20(2).
https://doi.org/10.1007/s40979-024-00149-4
Kaifang, F., & Chunlei, W. (2023). Translation studies in the era of AI: Characteristics, fields and significance.
International Journal of Translation and Interpretation Studies, 3(4), 58-67.
https://doi.org/10.32996/ijtis.2023.3.4.7x
Khalili, M. (2025). Educational psychology-oriented framework for evaluating AI-powered translation tools: A proposal.
Media and Intercultural Communication: A Multidisciplinary Journal, 3(2), 18-32.
https://doi.org/10.22034/MIC.2025.504993.1034
Khalili, M. (in press). Examining the impact of implementing principles of connectivism in translation training using AI-powered translation tools. Language Related Research.
Khazaie, S., Mashhadi, A., & Torabi, R. (2020). Exploring the viability of robot-assisted differentiated instruction in translation of English for medical purposes and quality of treatment.
Language and Translation Studies, 53(2), 57-94.
https://doi.org/10.22067/lts.v52i4.84415
King Lee, T. (2023). Artificial intelligence and posthumanist translation: ChatGPT versus the translator.
Applied Linguistics Review, 15(6), 2351-2372.
https://doi.org/10.1515/applirev-2023-0122
Koka, N. (2024). The integration and utilization of artificial intelligence (AI) in supporting older/senior lecturers to adapt to the changing landscape in translation pedagogy.
Migration Letters, 21(S1), 59-71.
https://doi.org/10.59670/ml.v21iS1.5939
Lameras, P., & Arnab, S. (2022). Power to the teachers: An exploratory review on artificial intelligence in education.
Information, 13(14).
https://doi.org/10.3390/info13010014
Majeed, H., & Taha, S. (2024). A comparative analysis of machine and AI translation quality: A case study in Kurdish-English translation. Journal of Kurdistani for Strategic Studies (JKSS), 2(9), 175-189.
Moneus, A., & Sahari, Y. (2024). Artificial intelligence and human translation: A contrastive study based on legal texts.
Heliyon, 10(6), 1-14.
https://doi.org/10.1016/j.heliyon.2024.e28106
Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice.
Studies in Higher Education, 31(2), 199-218.
https://doi.org/10.1080/03075070600572090
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses.
Educational Research Review, 22, 74-98.
https://doi.org/10.1016/j.edurev.2017.08.004
Pintrich, P. (1995). Understanding self-regulated learning. New Directions for Teaching and Learning, (63), 3-12. https://doi.org/10.1002/tl.37219956304
Pintrich, P., & De Groot, E. (1990). Motivational and self-regulated learning components of.
Journal of Educational Psychology, 82(1), 33-40.
https://doi.org/10.1037/0022-0663.82.1.33
Pishghadam, R., & Ebrahimi, S. (2024). Introducing mindsetting and brainsetting education.
Language and Translation Studies, 56(4), 71-95.
https://doi.org/10.22067/lts.2023.81778.1183
Poláková, P., & Klímová, B. (2019). Mobile technology and generation Z in the English language classroom – A preliminary study.
Education Sciences, 9(3), 203.
https://doi.org/10.3390/educsci9030203
Puppel, M., & Borg, C. (2025). Evaluating ChatGPT’s performance in creative text translation for communication: A case study from English into German.
Media and Intercultural Communication: A Multidicsiplinary Journal, 3(1), 1-27.
https://doi.org/10.22034/MIC.2024.480506.1023
Pym, A. (2024). On the end of translation studies as we know it. Major Problems of Translation Studies and Translator/Interpreter Training.
Humanities Commons. https://doi.org/10.17613/gneb-qx84
Saul, J. (2013). Implicit bias, stereotype threat, and women in philosophy. In K. Hutchison & F. Jenkins (Eds.), Women in Philosophy: What needs to change? (pp. 39-60). Oxford University Press.
Simón-Grábalos, D., Fonseca, D., Aláez, M., Romero-Yesa, S., & Fresneda-Portillo, C. (2025). Systematic review of the literature on interventions to improve self-regulation of learning in first-year university students.
Education Sciences, 15(3).
https://doi.org/10.3390/educsci15030372
Soysal, F. (2023). Enhancing translation studies with artificial intelligence (AI): Challenges, opportunities, and proposals.
International Journal of Philology and Translation Studies, 5(2), 177-191.
https://doi.org/10.55036/ufced.1402649
Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Singh Kundi, G. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people.
Technology in Society, 65, 101565.
https://doi.org/10.1016/j.techsoc.2021.101565
Tavares, C., Oliveira, L., Duarte, P., & Moreira de Silva, M. (2023). Artificial intelligence: A blessing or a threat for language service providers in Portugal.
Informatics, 10(81), 1-21.
https://doi.org/10.3390/informatics10040081
Waddington, C. (2001). Different methods of evaluating student translations: The question of validity. Meta: Translators' Journal, 46(2), 311-325.
Wang, L. (2023). The impacts and challenges of artificial intelligence translation tool on translation professionals.
2023 8th International Conference on Social Sciences and Economic Development (ICSSED 2023). https://doi.org/10.1051/shsconf/202316302021
Wang, Y. (2024). Cognitive and sociocultural dynamics of self-regulated use of. System,
126, 1-17.
https://doi.org/10.1016/j.system.2024.103505
Williams, B. (2007). Trust, betrayal, and authorship: Plagiarism and how we perceive students.
Journal of Adolescent & Adult Literacy, 51(4), 350-354.
https://doi.org/10.1598/JAAL.51.4.6
Wogu, I., Misra, S., Olu-Owolabi, E., Assibong, P., & Udoh, O. (2018). Artificial Intelligence, Artificial Teachers and the Fate of Learners in the 21st Century Education Sector: Implications for Theory and Practice. International Journal of Pure and Applied Mathematics, 119(16), 2245-2259.
Yu, H. (2023). Reflection on whether Chat GPT should be banned by academia from the perspective of education.
Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1181712
Yu, J., & Liu, K. (2024). Reshaping Translation Studies: Paradigm shifts and future directions in the age of AI technology. Journal of Foreign Languages, 74(4), 71-81.
Yuxiu, Y. (2024). Application of translation technology based on AI in translation teaching.
Systems and Soft Computing, 6, 1-8.
https://doi.org/10.1016/j.sasc.2024.200072
Zaghlool, Z., & Khasawneh, M. (2024). Aligning translation curricula with technological advancement; Insights from Artificial Intelligence,
Researchers and Language Educators. Studies in Media and Communication, 12 (1), 58-70.
https://doi.org/10.11114/smc.v12il.637
Zawacki-Richter, O., Marín, V., Bond, M., & Gouver, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators?
International Journal of Educational Technology in Higher Education, 16(39).
https://doi.org/10.1186/s41239-019-0171-0
Zayed, M., & Nuirat, W. (2024). Human touch in AI translation: Strategies employed by professional translators in post-editing Arabic-English AI generated translations of media texts.
Educational Administration: Theory and Practice, 30(4), 2055-2062.
https://doi.org/10.53555/kuey.v30i4.1804
Zimmerman, B. (1989). Models of self-regulated learning and academic achievement. In B. Zimmermn, & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research and practice (1st ed., pp. 1-25). Springer-Verlag.
Zimmerman, B. (2002). Becoming a self-regulated learner: An overview.
Theory into Practice, 41(2), 64-70.
https://doi.org/10.1207/s15430421tip4102_2
Zimmerman, B. (2005). Attaining Self-regulation: A social cognitive perspective. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press.
Zimmerman, B., & Paulsen, A. (1995). Self-monitoring during collegiate studying: an invaluable tool for academic self-regulation. N
ew Directions for Teaching and Learning, (63), 13-27.
https://doi.org/10.1002/tl.37219956305