Abstract
The growing integration of generative artificial intelligence (AI) into English language learning has transformed how students access learning support and regulate their learning processes. However, limited research has examined how human–AI collaboration shapes students’ self-regulated learning (SRL), particularly in secondary school contexts, with most previous studies focusing on AI effectiveness or higher education settings. Addressing this gap, this study investigates how Indonesian senior high school students collaborate with AI in English language learning and how such collaboration supports their self-regulated learning. A qualitative case study was conducted in a private senior high school in East Java, Indonesia, involving six students and two English teachers. Data were collected through semi-structured interviews, classroom observations, and instructional documents and analyzed using reflexive thematic analysis. The findings revealed three major themes: AI as a collaborative learning partner in English language learning, AI-supported self-regulated learning, and ethical challenges in AI use. Students used AI to improve grammar, vocabulary, writing, speaking, and comprehension while relying on teachers for conceptual explanations, pedagogical guidance, and feedback. Human–AI collaboration facilitated key dimensions of self-regulated learning, including goal setting, planning, self-monitoring, self-evaluation, and autonomous learning. Nevertheless, concerns regarding inaccurate AI-generated information, excessive dependence on AI, and reduced critical thinking highlighted the need for responsible AI use. The findings suggest that AI contributes most effectively to English language learning when functioning as a collaborative learning partner rather than a substitute for teachers. By providing empirical evidence from a secondary school context and conceptualizing AI as a collaborative partner that complements teacher guidance in fostering self-regulated learning, this study extends current understanding of human–AI collaboration in English language education. The study underscores the importance of teacher guidance in fostering critical evaluation, ethical AI use, and learner autonomy, offering practical implications for integrating AI into English language education in secondary school settings.