THE USE OF AI IN ENGLISH LANGUAGE LEARNING TO IMPROVE STUDENTS’ LEARNING INDEPENDENCE AND WRITING SKILLS

Abstract

The development of artificial intelligence (AI) has created new opportunities in English language learning, particularly in supporting learner autonomy and students’ writing skills. The study aims to analyze the use of AI in English language learning to support learner autonomy and improve students’ English writing skills. Method: This study employed a library research method using a descriptive qualitative approach. Data were obtained from relevant scholarly journal articles, books, and academic sources published primarily within the last five years. The data were analyzed through identification, selection, classification, comparison, interpretation, and synthesis of findings from previous studies. The findings indicate that AI can support learner autonomy by providing flexible access to learning resources, immediate feedback, opportunities to regulate learning processes, and opportunities for students to conduct self-evaluation and reflection. In writing instruction, AI assists students in generating ideas, developing arguments, organizing outlines, improving vocabulary and grammar, revising, and editing their texts. However, unregulated AI use may lead to student dependency and reduce the authenticity of students’ writing. Conclusion: AI can serve as an effective learning assistant for improving learner autonomy and English writing skills when implemented critically, ethically, and systematically, while students remain the primary decision-makers in the learning process and teachers act as facilitators.