A LINGUISTIC ANALYSIS OF AI- AS A TOOL FOR LEARNER AUTONOMY IN ENGLISH LANGUAGE EDUCATION
DOI:
https://doi.org/10.63163/srh205Keywords:
Artificial Intelligence, Learner Autonomy, English Language Education, Linguistic Analysis, AI-Assisted LearningAbstract
This study offers a linguistic analysis of Artificial Intelligence (AI) as a tool for enhancing learner autonomy in English language education. With the growing use of AI-powered applications in language classrooms, learners are gaining greater control over their learning processes. The study explores how AI supports autonomous learning through personalized feedback, adaptive learning paths, and continuous language practice. From a linguistic perspective, it examines the influence of AI on vocabulary development, grammatical accuracy, writing coherence, and communicative competence. Using a qualitative approach, including classroom observations and learner reflections, the study analyses how AI tools shape learners’ self-correction, decision-making, and independent practice. The findings reveal that AI encourages learners to take responsibility for their learning by enabling error identification, revision, and progress monitoring without constant teacher support. AI-generated feedback also helps learners notice linguistic patterns and improve accuracy through repeated exposure. However, the study notes challenges such as over-reliance on AI and limited critical engagement with language forms. The study concludes that purposeful and guided use of AI enhances learner autonomy while supporting linguistic development, rather than replacing traditional English language instruction.
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