The erosion of learner autonomy: modeling the mediating role of AI reliance under academic and economic pressure among Vietnamese EFL students
DOI:
https://doi.org/10.64171/JAES.6.2.30-36Keywords:
AI writing tools, Learner autonomy, Academic pressure, Self-regulated learning, Vietnamese EFL studentsAbstract
The rapid growth of artificial intelligence (AI) writing tools has transformed how English as a Foreign Language (EFL) students complete academic writing tasks. While these tools provide linguistic support, concerns have emerged regarding their potential impact on learner autonomy. This study examines how academic and economic pressures influence Vietnamese EFL students’ reliance on AI writing tools and how this reliance affects learner autonomy. Survey data were collected from 235 students across three universities in Hanoi and analyzed using regression and mediation analysis. The results show that academic pressure significantly increases students’ reliance on AI tools, whereas economic pressure does not. Furthermore, AI reliance is negatively associated with learner autonomy and partially mediates the relationship between academic pressure and autonomy. The findings highlight the need for balanced pedagogical strategies that promote responsible AI use while supporting autonomous learning.
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