learner-autonomy
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- PaperSystemForthcoming · 1 Aug 2026
Navigating language learning choices: How Chinese students adapt out-of-school English learning choices in a constrained EFL context
Yaqing Shi, Kevin Wai Ho Yung
Chinese students adapt their out-of-school English learning choices in a constrained EFL context, revealing how learners navigate language learning options.
- PaperOpenAlex — TESOL research22 Jul 2026
ENHANCING FOREIGN LANGUAGE TEACHING METHODOLOGY THROUGH ARTIFICIAL INTELLIGENCE: A CASE STUDY OF ENGLISH LANGUAGE LEARNING
Farmonova Naimakhon Furkat kizi
AI tools like intelligent tutoring systems and adaptive learning platforms significantly improve vocabulary acquisition, communicative competence, and learner autonomy in English language teaching, though challenges such as teacher readiness and ethical concerns persist.
Original abstract
Artificial Intelligence (AI) is rapidly transforming educational practices, particularly in the field of foreign language teaching. This study explores how AI can enhance English language teaching methodology in higher education. Using a mixed-method research design, the study evaluates the impact of AI-based tools such as intelligent tutoring systems, natural language processing applications, and adaptive learning platforms on students’ language proficiency. The findings reveal that AI significantly improves vocabulary acquisition, communicative competence, and learner autonomy. However, challenges related to teacher readiness, infrastructure, and ethical considerations remain. The study contributes to the development of modern AI-based pedagogical frameworks.
- PaperReCALL13 Jul 2026
Fostering generative AI-supported self-regulated learning (GenAI-SRL) in informal digital language learning through literacy and interactions: A two-stage PLS-SEM-ANN approach
Xiaoqi Wang, Lawrence Jun Zhang
A study of 343 Chinese university foreign language learners used PLS-SEM and ANN to examine how GenAI literacy and interactions influence self-regulated learning (SRL) in informal digital language learning. Awareness and evaluation dimensions of GenAI literacy predicted GenAI-SRL, while usage and ethics did not. Student–student, student–teacher, and student–GenAI interactions facilitated GenAI-SRL, with student–student interaction as the strongest predictor, and awareness and evaluation partially mediated the effects of student–student and student–teacher interactions.
Original abstract
Generative artificial intelligence (GenAI) enables foreign language learners to extend their learning beyond formal instruction and develop their autonomy. However, research has not adequately examined how learners regulate their learning with GenAI or how their GenAI literacy and multiple types of interactions influence their self-regulated learning (SRL) in GenAI-supported informal digital language learning settings. We address this gap by analyzing data from 343 Chinese university foreign language learners through partial least squares structural equation modeling (PLS-SEM) and artificial neural networks (ANN). PLS-SEM showed that awareness and evaluation significantly predicted GenAI-supported SRL (GenAI-SRL), whereas usage and ethics did not. Student–student, student–teacher, and student–GenAI interactions emerged as facilitators of GenAI-SRL. These three interaction types also significantly influenced most GenAI literacy dimensions, with three of them predicting awareness, usage, and evaluation, while only student–student and student–GenAI interactions significantly predicted ethics. Mediation analysis demonstrated that awareness and evaluation partially mediated the effects of student–student and student–teacher interactions on GenAI-SRL. The mediating pathways through student–GenAI interaction were not significant. ANN models identified student–student interaction as the strongest predictor of GenAI-SRL. These findings inform GenAI literacy development and the design of systems to support GenAI-SRL in informal learning contexts.
- PaperLanguage Teaching Research9 Jul 2026
Enhancing English-as-a-Foreign-Language Speaking Performance through Self-Regulated Strategy Instruction: Evidence from Chinese University Learners
Yawen Wang, Peijian Paul Sun
Self-regulated strategy-based speaking instruction significantly improved English-as-a-foreign-language learners' speaking performance compared to traditional instruction, with gains sustained at delayed testing. Learners also increased their use of self-regulated learning strategies, especially those with lower initial proficiency. These findings highlight the value of integrating explicit strategy instruction into speaking curricula.
Original abstract
The present study investigated the effects of self-regulated strategy-based speaking instruction on English-as-a-foreign-language learners’ speaking performance and strategy use. Despite extensive research on self-regulated learning in various educational contexts, its application to second language speaking development remains underexplored. This explanatory mixed-methods quasi-experimental study employed self-report questionnaires, speaking assessments, and semi-structured interviews for data collection. A linear mixed-effects model results revealed that the experimental group ( n = 54, receiving the self-regulated learning strategy-based intervention) demonstrated significantly greater improvement in speaking performance compared to the control group ( n = 53, receiving traditional instruction), with effects sustained at delayed post-testing. Quantitative analyses further indicated significant increases in participants’ use of self-regulated learning strategies. Qualitative findings corroborated these results, revealing more frequent, deliberate, and sophisticated strategy application among intervention participants. Interview data also suggested differential intervention effects based on learners’ initial speaking proficiency levels. These findings underscore the efficacy of explicitly integrating self-regulated learning strategies into speaking instruction to enhance learner autonomy and speaking performance in English-as-a-foreign-language contexts.
- PaperLanguage Teaching Research2 Jul 2026
The Role of Autonomy-Supportive Teaching in Academic Achievement and Learning Anxiety: Evidence From Teaching Turkish as a Foreign Language
Yavuz Ercan Gül, Ahmet Taş
This study examined how instructors' autonomy-supportive behaviors affect academic achievement and language learning anxiety among 1,002 learners of Turkish as a foreign language. Autonomy support positively predicted achievement, while the negative effect of anxiety was not statistically significant. Speaking anxiety and learning process support were the strongest contributors to the shared variance between autonomy support and anxiety.
Original abstract
This study aims to examine the effect of instructors’ behaviors supporting learner autonomy on students’ academic achievement and anxiety levels related to reading, listening, writing, and speaking skills in teaching Turkish as a foreign language. The study was conducted during the 2023–24 academic year with two sample groups, consisting of 1,002 students learning Turkish and 115 instructors working at the School of Foreign Languages of a state university. Participants were selected using simple random sampling within the accessible population. Reliability and validity analyses of the scales were conducted, and the adequacy of the measurement models was confirmed through confirmatory factor analysis (CFA) and the Heterotrait–Monotrait Ratio (HTMT). According to the results of multiple group analysis and canonical correlation analysis, the necessity (β = 0.114, p < 0.001) and display (β = 0.020, p = 0.001) dimensions of learner autonomy support behaviors had a positive and significant effect on academic achievement. However, the effect of foreign language learning anxiety on academic achievement was not statistically significant (β = −0.031, p > 0.05). The canonical correlation analysis revealed a 40% shared variance between the Learner Autonomy Support Scale (LASS) and Turkish Language Learner Anxiety Scale (TFLAS) data sets, with speaking anxiety contributing most strongly to the first canonical variable, while learning process support emerged as the most influential autonomy-support dimension. The findings indicate that instructors’ autonomy-supportive behaviors positively influence the academic achievement of learners of Turkish as a foreign language. Although anxiety negatively affects academic achievement, this effect is not statistically significant. Overall, the results are consistent with the literature, highlighting that supporting learner autonomy enhances motivation and may reduce anxiety in language learning. These findings emphasize the importance of learner-centered approaches and autonomy-supportive instructional strategies in teaching Turkish as a foreign language and offer practical guidance for instructors seeking to promote active student participation in the learning process.