Understanding Learner Autonomy in EFL 

Learner autonomy, as defined by Holec (1981), is “the ability to take charge of one’s own learning.” This concept is particularly important in English as a Foreign Language (EFL) contexts, where learners often face unique challenges, such as limited opportunities for real-world practice and diverse cultural perceptions of language learning. An autonomous learner in EFL is someone who demonstrates curiosity, adaptability, and self-awareness about their language learning strategies. Such learners independently seek out opportunities to improve their English, whether through practicing speaking, refining grammar, or expanding vocabulary. 

However, autonomy in language learning is nurtured, not innate (Bolser, 2018). Teachers play a pivotal role in fostering this autonomy by guiding students through reflective practices, introducing effective strategies, and creating environments where students feel empowered to experiment and make mistakes. 

The Role of Generative AI in Enhancing Learner Autonomy 

Generative AI (GenAI), with its capabilities to interact conversationally and generate personalized content, presents a unique opportunity to support learner autonomy in EFL. However, critical reflection on its affordances and limitations is necessary. Below, we explore how GenAI can nurture autonomy and what challenges it poses in EFL contexts. 

Affordances of GenAI in Promoting Learner Autonomy in EFL 

1. Personalized Writing Assistance

AI-powered tools like ChatGPT can serve as writing assistants, encouraging self-correction and fostering a deeper understanding of language mechanics. For example: 

Step-by-step prompts: 

   1. “Here’s a text I wrote. Highlight, but do not correct, my mistakes.” 

   2. “Here’s my revised version. Is it better? Highlight any remaining errors.” 

   3. “Explain why the errors I couldn’t correct are incorrect.” 

This iterative process encourages learners to reflect on their mistakes, fostering metacognitive skills essential for autonomy. The tool becomes a guide rather than a crutch, enabling learners to actively develop their editing and writing skills. 

2. On-Demand Personal Tutor

GenAI can act as a personal tutor, offering explanations, generating examples, or even engaging in simulated debates about language rules: 

– Example: “Explain the difference between *present perfect* and *past simple* with examples.” 

– Example: “Argue with me: ‘The past perfect is unnecessary.’ I want to test my understanding.” 

These conversational interactions provide learners with immediate feedback and scaffolded learning, allowing them to explore concepts at their own pace. 

3. Creative Study Aids

GenAI can transform rote memorization tasks into engaging activities, making the learning process enjoyable: 

– Example: “I need to remember these 10 idioms. Create a short story using all of them.” 

– Example: “Help me design a graphic organizer to categorize these phrasal verbs.” 

By turning abstract language concepts into tangible outputs, GenAI encourages learners to engage with the material more deeply and promote ownership of their learning. 

Critical Considerations 

While the potential of GenAI in fostering autonomy is evident, several critical issues must be addressed: 

1. Overreliance on Technology

Learners might become overly dependent on AI tools, risking a reduction in critical thinking skills. To mitigate this, teachers should emphasize reflective practices, such as: 

– Identifying errors or inconsistencies in AI outputs. 

– Discussing the appropriateness of AI-suggested phrases in context. 

– Balancing AI assistance with human feedback. 

2. Accuracy and Bias in AI Responses

AI models can produce inaccurate or culturally inappropriate responses, which might mislead learners. Teachers should encourage students to: 

– Cross-check AI suggestions with reliable sources. 

– Share AI-generated content in class discussions for validation. 

3. Ethical and Pedagogical Implications

The use of GenAI raises ethical concerns, such as data privacy and equitable access. Educators must advocate for responsible use by: 

– Ensuring students understand the limitations of AI. 

– Encouraging diverse learning strategies beyond AI reliance. 

Pedagogical Framework for GenAI in EFL 

To maximize GenAI’s potential while addressing its challenges, a structured approach can be implemented: 

1. Teacher Training

Equip teachers with the skills to integrate GenAI into their pedagogical practices effectively, emphasizing its role as a complementary tool. 

2. Student Orientation

Introduce students to the critical use of GenAI, highlighting its limitations and the importance of independent learning. 

3. Reflective Activities

Incorporate tasks that require learners to evaluate and critique AI outputs, fostering critical thinking and self-regulation. 

Generative AI has the potential to revolutionize EFL learning by promoting autonomy through personalized, interactive, and creative approaches. However, its effectiveness depends on how thoughtfully it is integrated into the learning process. By combining AI tools with reflective practices and teacher guidance, we can empower students to become autonomous, critical, and confident language learners in the digital age.

References

Bolser, U. 2018. Learning is a learned behaviour: Here’s how to get better at it. Harvard Business Review.

Holec, H. 1981. Autonomy in foreign language learning. Pergamon.

@mhsantosa (2024)