Investigating AI-IDLE: Pakistani EFL Learners’ Use And Perceptions Of AI In Informal Digital English Learning

Abstract

Recent advances in artificial intelligence (AI) and large language models (LLMs) have created new possibilities for language learning. This study investigates how Pakistani university students engage with AI tools, such as ChatGPT and Bing Chat, for informal digital English learning (IDLE) through the lens of Self-Directed Learning (SDL) theory. A mixed-methods design was adopted, combining an online survey of 100 students with semi-structured interviews of 10 participants. The study examines how learners plan, monitor, and evaluate their own language learning using AI technologies, highlighting their autonomy, motivation, and learning strategies. Quantitative findings indicate that students’ confidence in managing their learning and their ability to use AI tools effectively significantly influence their engagement. Qualitative results identify key themes, including flexibility in learning, accessibility of AI tools, personalization of learning experiences, and challenges in independent use. By integrating these findings, the study provides insights into how SDL principles can guide the use of AI in informal learning contexts, offering implications for fostering learner autonomy and enhancing AI-supported language education in Pakistan.