AI-Assisted Language Learning: Efficacy, Identity, and Learner Autonomy in the Use of Chatbots and LLMs

Abstract

Focusing on self-regulated learning, learner autonomy, and identity formation, this qualitative study investigates the experiences of Grade 10 students in Iraq utilizing AI chatbots and large language models (LLMs) for language acquisition. Over the course of four to six weeks, semi-structured interviews, focus groups, classroom observations, and reflective journals were used to gather data. According to the results, AI-mediated tools can improve learners' autonomy by offering chances for independent practice, instant feedback, and a safe space for experimentation. This will eventually increase confidence and motivation for language learning. Furthermore, learners' identity formation was impacted by AI interactions, which helped them believe that they were more proficient language users. But issues like an excessive dependence on AI responses and the requirement for critical assessment were also noted, underscoring the significance of reflective practices and teacher supervision. According to the study's findings, AI chatbots and LLMs can be useful resources for promoting self-directed learning, learner agency, and identity development in language classrooms when carefully incorporated. This has important ramifications for both students and teachers in contemporary language learning environments.