Speaker
Description
Artificial Intelligence (AI) integration in education has brought emerging opportunities, especially in the context of EFL learning. Moreover, strengthening learners’ motivation and self-efficacy toward AI-driven education is key to ensuring effective learning results. This research examines how EFL students engage in self-study through mobile devices and AI-based language learning applications, particularly exploring the mediating influence of these tools on learner agency. This study employs a mixed-methods methodology to analyze how mobile devices and language learning applications support EFL students’ self-study and how students evaluate the usability and effectiveness of these technologies. To collect data, the study employed a questionnaire involving 42 students and interviews with 15 students at Binh Duong University – Ca Mau Campus. Findings from the study suggest that most participants view AI tools as effective in promoting autonomous learning by improving confidence and lowering dependence on teachers. Learner autonomy is strengthened by AI tools through their constant availability, support for self-paced study, and provision of immediate feedback. The accessibility and adaptability of mobile platforms, along with the personalized and interactive capabilities of AI-driven applications, foster supportive conditions for successful self-study. The study concludes by presenting pedagogical implications and recommendations for the integration of AI tools into EFL teaching practices.
* Keywords: Artificial Intelligence, agency, autonomy, mobile devices, self-study
