Empowering Learner Autonomy through AI-based Tools in English Learning: Students’ Voices

Abstract

The integration of artificial intelligence (AI) in education has transformed the way students learn, think, and interact with knowledge. This study aims to explore EFL students' experiences using AI-based tools to enhance their learner autonomy, motivation, and creativity in English learning. This study used a descriptive qualitative approach with data obtained from interviews with 36 students in the English Language Education study program at the University of Bengkulu. The collected data were analyzed thematically framework includes familiarization, coding, theme generation, reviewing, defining, and reporting. The research findings show that AI-based tools function not only as technological aids but also as learning partners, encouraging learner autonomy, self-confidence, and more creative language exploration. Students benefit from the instant feedback and adaptive features that allow them to revise, learn flexibly, and stay motivated. However, the study also identified ethical and pedagogical challenges, such as a tendency to rely on AI, a decline in originality, and the need for digital literacy and reflective mentoring. This study concludes that AI can empower students to become independent and reflective learners when used with the right ethical and pedagogical approach. It also emphasizes the importance of the role of lecturers, institutional policies, and ethical awareness to ensure that AI use remains centered on human values. Thus, empowering learner autonomy through AI is not only about digital innovation, but also about fostering humanity in the era of intelligent technology.