Fostering Learner Autonomy in AI-Mediated Language Learning Environments: A Review of Literature

Year 2025, Volume: 14 Issue: 2, 243 - 259, 01.01.2026

Şeyma Yeşil

https://doi.org/10.71362/eltrj.1817405

https://izlik.org/JA59TX22HL

Abstract

The proliferation of Artificial Intelligence (AI) tools is actively reshaping the language learning environments, together with a range of global industries. The forward-looking nature of these tools has the potential for transformative potential across differing educational domains. In a similar vein, its strategic importance is especially stressed within the context of foreign language pedagogy. Through a review study, this research aims to understand the relationship between AI-assisted (AI hereafter) learning tools and the development of learner autonomy, with a specific focus on the role of AI tools in enhancing this process. In addition, this study explores the paradigm shift within the domain of foreign language pedagogy while delineating its functions in fostering foreign language learners’ autonomy-driven skills. Notwithstanding its benefits, an over-reliance on technology, ethical risks, and equitable infrastructure facilities are among the challenges emphasized in scholarly works, and the role of scaffolded instruction is of importance to cope with these problematic parts. There is a notable lack of exploratory research examining the potential of AI-based tools to facilitate learner autonomy in EFL contexts. This study aims to contribute to this field by reviewing related studies to examine trends in adoption and clarify the impact of AI on learner autonomy.

Keywords

Artificial Intelligence (AI) , learner autonomy , language education , AI tools , autonomous language learning

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