How AI shapes learner agency in English language learning: A qualitative study of first-year undergraduate EFL students in west Kalimantan

Abstract

Artificial intelligence (AI) is revolutionizing the way we learn English by providing instant access to information, personalized feedback, and flexible learning support. Previous studies have mostly looked at students' perception of AI and its impact on language learning, but the impact of AI on learner autonomy has been little researched.  This study investigates how first-year EFL students exercise learner agency via AI in their English learning. The study employed qualitative exploratory design with 18 first-year undergraduate students of English Education at a private university in West Kalimantan, Indonesia. The participants were purposefully selected based on their experience with AI-based apps like ChatGPT, Gemini, Grammarly and the like. Data was collected by semi-structured interviews and analyzed by reflexive thematic analysis. Three themes emerged: AI as a driver of informed educational decisions, self-directed learning strategies in AI-augmented education, and pros and cons of AI utilization. These findings suggest that students were able to steer their learning in a successful way by selecting appropriate AI tools, critically assessing AI-generated responses, refining prompts, and combining AI with other learning resources. Attendees worried about the accuracy of information, too much dependence on AI and ethical questions in academia. The findings highlight learner autonomy as an essential factor in maximizing the pedagogical promise of AI, contributing to the body of knowledge on AI-assisted language learning in higher education.