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Abstract
This study examines the long-term effects of AI-supported language instruction on learner autonomy among English as a Foreign Language (EFL) students. With Artificial Intelligence increasingly integrated into language education through intelligent tutoring systems, personalized feedback platforms, and language learning applications, questions arise regarding how these tools shape learners' independence over time. Using a longitudinal mixed-method approach over 12 months in three EFL contexts, this research investigates how AI-driven instruction influences students’ self-regulation, metacognitive awareness, and proactive learning behaviors. Findings suggest that while AI tools can foster greater learner autonomy when implemented strategically, overreliance may hinder self-directed development. The study concludes with pedagogical implications for sustaining autonomy in AI-mediated environments.
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