Artificial Intelligence (AI) in Language Learning Autonomy (LLA) – A Systematic Literature Review Uncovering Learning Autonomy

Artificial Intelligence (AI) has stormed into the learning spaces and impacted the way students approach language learning significantly. Language Learning Autonomy (LLA) has seen a huge surge in recent years with increased use of mobile assisted applications bringing in drastic changes to the approaches taken by students and teachers and related research. This paper presents a systematic literature review (SLR) on the impact of Artificial Intelligence on Language Learning Autonomy (AILLA). The SLR analyses 21studies between 2013 and 2024 selected from global databases of Scopus, Springerlink and ERIC. The research articles highlight the benefits and limitations of AILLA in improving language acquisition skills. PRISMA model was used to analyse the research articles. The findings provide valuable insights for educators and developers to enhance the effectiveness of AI-based language learning tools. Global trends in AILLA research, AI technology applications used and intervention approaches adopted in research have been analysed based on the data from 21 research articles. The findings from the review suggest that there has been a surge in the study of Artificial Intelligence and use of AI in LLA. The findings of this research reveal that there is more emphasis on the working of the AI-driven technology or the application rather than the impact and potential benefits of AI in LLA.