STUDENT AGENCY AND OVER-RELIANCE: HOW AI WRITING TOOLS AFFECT THE AUTONOMY OF ENGLISH LANGUAGE LEARNERS
Keywords:
generative AI, student agency, over-reliance, learner autonomy, EFL writing skills.Abstract
This article deeply analyzes the dual impact of tools such as ChatGPT, Google Gemini, and Grammarly on student agency and learner autonomy. A mixed-methods study conducted with 120 EFL students from three public universities in Uzbekistan showed that AI writing tools significantly improve grammatical accuracy, text structure, and writing speed. However, excessive reliance on these tools puts independent thinking, creative writing, and self-editing skills at risk. The results are interpreted within the frameworks of Self-Determination Theory (SDT) and Sociocultural Theory (SCT), with special emphasis on the necessity of increasing AI literacy, implementing step-by-step scaffolding, and reflective writing practices. The study also provides practical recommendations for the balanced integration of AI into education in the Central Asian context.
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