Akademik Veri Yönetim Sistemi
Journal of English for Academic Purposes, cilt.81, 2026 (AHCI, SSCI, Scopus)
The growing body of English-medium instruction (EMI) requires a thorough analysis of variables influencing the learning experiences of EMI learners. Self-regulated learning influences the quality of learning in EMI. In addition, social presence and engagement are also associated with self-regulation. In the era of AI, emerging constructs, such as AI-based assessment, may also influence these relationships in online EMI. The present study, therefore, examined the possible mediator role of social presence and student engagement in the relationship between self-regulation and AI-based assessment acceptance in the context of online EMI. Based on quantitative data collected from 195 EMI engineering students, these constructs were tested in a structural equation model. The results indicated that social presence and student engagement jointly mediated the relationship between AI-based assessment acceptance and self-regulation. The effect of self-regulatory abilities on the willingness to accept AI-based assessment was because higher self-regulation led to greater social presence and engagement, which in turn fostered acceptance. These findings underscore that cultivating a connected and engaging online learning environment is essential for encouraging students' acceptance of emerging technologies for assessment in EMI. The implications are that institutional policies and instructional design must go beyond mere technical training to effectively incorporate AI-based evaluation into online EMI programs. EMI practitioners should prioritize fostering self-regulated learning and developing socially connected and engaging online learning environments, since these factors appear to facilitate learners’ acceptance of AI-based assessment.