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With the rising popularity of AI tools such as ChatGPT, Gemini, Grammarly, and QuillBot, language learning in higher education has experienced a revolution. However, although these tools can be used to offer personalized learning experiences and promote learner autonomy, issues of dependency on AI-generated resources are also raised. Although there have been many studies on AI-based language learning practices, the issue of negotiation of learner agency has been neglected.
The current study adopted a critical discourse analysis approach to explore how Vietnamese university students articulate their learner agency through AI-enhanced English language learning. An explanatory sequential mixed methodological design was adopted in this research. Initially, a questionnaire survey was conducted with 100 university students to recognize patterns of AI use and level of learner agency. Subsequently, semi-structured interviews were carried out with 10 randomly chosen respondents. A three-dimensional framework of CDA proposed by Fairclough was employed in the data analysis process.
The findings of this study have highlighted different positions of the learners regarding AI-facilitated language learning. Some participants positioned themselves as powerful and autonomous learners who leveraged the use of AI resources to enhance their language competence, whereas others exhibited degrees of dependency on AI-assisted resources. In addition, it has been identified that learners consistently negotiate their agency by reconciling the benefits of AI tools and their accountability in learning.
