Innovation in Language Learning
Generative AI and Learner Autonomy in EFL Education: A Mixed-Methods Study at AUIB
Hala Al-Sammarraie, University of Baghdad (Iraq)
Abstract
The increasing use of generative artificial intelligence (AI) in English as a Foreign Language (EFL) education has sparked debate regarding its impact on learner autonomy. While AI tools offer personalized feedback, accessible learning resources, and opportunities for self-directed learning, concerns remain that excessive reliance on such technologies may diminish learners’ responsibility for decision-making, problem-solving, and independent engagement with learning tasks. This study investigates whether generative AI enhances or hinders learner autonomy among EFL students at the American University of Iraq-Baghdad (AUIB). Drawing on established conceptualizations of learner autonomy as the capacity to take responsibility for and regulate one’s own learning, the study examines students’ patterns of AI use, perceived dependence on AI, and the influence of AI-assisted learning on their ability to plan, monitor, evaluate, and independently complete English-language tasks. Particular attention is given to the distinction between using AI as a supportive learning scaffold and using it as a substitute for cognitive and linguistic effort. A mixed-methods research design will be employed. Quantitative data will be collected through a questionnaire measuring key dimensions of learner autonomy, while qualitative data will be gathered through semi-structured interviews exploring students’ experiences and perceptions of AI-assisted learning. The findings are expected to contribute to research on AI-mediated EFL learning and offer pedagogical implications for integrating AI while preserving learner autonomy.
Keywords: Generative Artificial Intelligence; Learner Autonomy; EFL Learning; AI-Assisted Language Learning; Self-Directed Learning; Higher Education
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