A Literature Review on EFL Students’ Integration of Al-Based Tools in English Learning and The Perceived Impact on Autonomy
Que Quan Huynh
Abstract
AI in education has been extensively studied in terms of its adaption; specifically, studies on its impact and capacity have brought remarkable findings considering the overall effectiveness of language proficiency and perceived impacts. However, few exploratory studies have been conducted to summarize and conclude to reach an understanding regarding the potential of AI-based tools to facilitate EFL high school students’ autonomy. This study investigates the previously conducted research across multiple EFL contexts and educational backgrounds to elucidate the current trend in the adoption of AI and their perceptions of its use to reveal the impacts on learners’ autonomy. The discussions affirm the common findings of previous work regarding adopting AI across different levels of education, positively affecting EFL learners’ linguistics skills and knowledge. Further findings also demonstrate learners’ ability to be more autonomous and self-regulated in their studies as a result of AI integration. Regardless, there is a persisting concern for the over-dependence of students, especially without proper teachers’ guidance.