DEMOCRATIZING LANGUAGE PROFICIENCY: THE IMPACT OF GENERATIVE AI ON LEARNER AUTONOMY AND ACADEMIC INTEGRITY IN SECOND LANGUAGE ACQUISITION
Authors
-
Delsa Miranty
delsa12@untirta.ac.idUniversitas Sultan Ageng Tirtayasa,
Indonesia
-
Hassan Ali
Sultan Sharif Ali Islamic University,
Brunei Darussalam
-
Nurul Huda
Universiti Brunei Darussalam, Brunei Darussalam
Downloads
Generative artificial intelligence has rapidly transformed second language acquisition by providing learners with continuous access to automated feedback, translation support, grammar correction, and interactive language practice. Expansion of AI-assisted learning environments has increased opportunities for independent language development and reduced barriers associated with instructional access and linguistic anxiety. Simultaneous growth of AI integration in education has also generated concerns regarding academic integrity, technological dependency, and the authenticity of learner language production within academic contexts. This study aimed to examine the impact of generative AI on learner autonomy and academic integrity in second language acquisition. Particular attention was directed toward analyzing how AI-assisted language learning influences self-regulated learning behavior, writing performance, language confidence, and ethical awareness among second language learners in higher education environments. A mixed-methods sequential explanatory design was employed involving 300 undergraduate students enrolled in second language learning programs across three universities. Quantitative data were collected through learner autonomy scales, academic integrity perception questionnaires, and AI usage surveys, while qualitative findings were obtained through interviews, classroom observations, and reflective journals. Statistical analysis included ANOVA, regression analysis, and correlation testing to identify relationships between AI usage and educational outcomes. Results demonstrated that generative AI significantly improved learner autonomy, writing performance, and language confidence through personalized linguistic support and immediate feedback. High-frequency AI users, however, exhibited stronger technological dependence and lower academic integrity awareness regarding authentic language production. Findings confirm that generative AI democratizes language learning opportunities while simultaneously requiring balanced pedagogical frameworks supporting ethical engagement, authentic linguistic development, and responsible educational technology integration.
Alam, M. M., Farhaz, S., Haq, S. M. A., & Ferdous, M. (2026). Generative Artificial Intelligence integration in higher education: A constructivist learning theory approach. Computers and Education Open, 10, 100378. https://doi.org/10.1016/j.caeo.2026.100378
Algobaei, F., & Alzain, E. (2026). Prompt engineering for non-native English learners: A generative AI approach to personalised language feedback. Social Sciences & Humanities Open, 13, 102341. https://doi.org/10.1016/j.ssaho.2025.102341
Alhowaish, T. S., Alshafi, N. I., Aldekhyyel, R. N., Mesallam, T. A., Farahat, M., Temsah, M.-H., & Malki, K. H. (2026). Generative artificial intelligence use in medical research: A medical student vs. Physician survey from Saudi Arabia. International Journal of Medical Informatics, 215, 106458. https://doi.org/10.1016/j.ijmedinf.2026.106458
Alwashah, Z., Xiao, B., Liu, H., Mueller, S. T., & Shao, X. (2025). Generative artificial intelligence for construction: Use cases, trends, challenges, and opportunities. Journal of Building Engineering, 112, 113802. https://doi.org/10.1016/j.jobe.2025.113802
Annamalai, N., Bervell, B., Mireku, D. O., & Andoh, R. P. K. (2025). Artificial intelligence in higher education: Modelling students’ motivation for continuous use of ChatGPT based on a modified self-determination theory. Computers and Education: Artificial Intelligence, 8, 100346. https://doi.org/10.1016/j.caeai.2024.100346
Asad, M. M., Shahzad, S., Shah, S. H. A., Sherwani, F., & Almusharraf, N. M. (2024). ChatGPT as artificial intelligence-based generative multimedia for English writing pedagogy: Challenges and opportunities from an educator’s perspective. International Journal of Information and Learning Technology, 41(5), 490–506. https://doi.org/10.1108/IJILT-02-2024-0021
Azap, S. (2025). The role of artificial intelligence in language teacher education: EFL learners’ views on the concept of “ChatGPT” through metaphorical analysis. Social Sciences & Humanities Open, 11, 101394. https://doi.org/10.1016/j.ssaho.2025.101394
Bajestani, M. S., Mun, D., & Kim, D. B. (2026). Human-in-the-loop and large language models in smart manufacturing: Current applications, challenges, and perspectives. Journal of Manufacturing Systems, 86, 913–941. https://doi.org/10.1016/j.jmsy.2026.04.027
Barrios-Beltran, D. (2025). Exploring the efficacy of ChatGPT-4 feedback in second language Spanish writing. System, 133, 103771. https://doi.org/10.1016/j.system.2025.103771
Chakraborty, S. (2026). Generative artificial intelligence in fifth-generation education systems: A systematic review. Engineering Applications of Artificial Intelligence, 173, 114463. https://doi.org/10.1016/j.engappai.2026.114463
Chen, J. (2025). Examining the role of Chinese language learners’ grit and self-efficacy on their engagement in artificial intelligence-driven settings. Acta Psychologica, 259, 105357. https://doi.org/10.1016/j.actpsy.2025.105357
Chen, S., & Cheung, A. C. K. (2025). Effect of generative artificial intelligence on university students learning outcomes: A systematic review and meta-analysis. Educational Research Review, 49, 100737. https://doi.org/10.1016/j.edurev.2025.100737
Farangi, M. R., & Nejadghanbar, H. (2026). Emotional experiences of English language teachers in the age of generative AI. Teaching and Teacher Education, 176, 105503. https://doi.org/10.1016/j.tate.2026.105503
Hamidi, H. (Hojatollah). (2025). A model for generative artificial intelligence in customer decision-making process using social interaction. Telematics and Informatics Reports, 19, 100237. https://doi.org/10.1016/j.teler.2025.100237
Izquierdo-Condoy, J. S., Arias-Intriago, M., Tello-De-la-Torre, A., Busch, F., & Ortiz-Prado, E. (2025). Generative Artificial Intelligence in Medical Education: Enhancing Critical Thinking or Undermining Cognitive Autonomy? Journal of Medical Internet Research, 27. https://doi.org/10.2196/76340
Jia, C., & Lu, Y. (2026). Exploring generative AI assisted-EFL academic writing: An activity theory perspective. Journal of English for Academic Purposes, 81, 101672. https://doi.org/10.1016/j.jeap.2026.101672
Kewalramani, D., Jawa, R. S., Martin, C. A., Gosain, A., Wan, D., Varghese, T. K., Boland, G. M., Dream, S. Y., Sifri, Z., Mollen, K., Chu, D., & Narayan, M. (2026). Position statement from the society of University surgeons, surgical education committee: Artificial intelligence in surgical training for medical students, residents, and fellows. Surgery, 190, 109849. https://doi.org/10.1016/j.surg.2025.109849
Kohnke, L. (2024). Exploring EAP students’ perceptions of GenAI and traditional grammar-checking tools for language learning. Computers and Education: Artificial Intelligence, 7, 100279. https://doi.org/10.1016/j.caeai.2024.100279
Kwon, K., Yang, S., Kale, U., Kim, K., & Park, J. (2026). Generative AI in high school English career preparation units: Student interactions, perceptions, and ethical concerns. Computers and Education: Artificial Intelligence, 10, 100588. https://doi.org/10.1016/j.caeai.2026.100588
Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 6, 100174. https://doi.org/10.1016/j.caeo.2024.100174
Li, B., Lowell, V. L., Wang, C., & Li, X. (2024). A systematic review of the first year of publications on ChatGPT and language education: Examining research on ChatGPT’s use in language learning and teaching. Computers and Education: Artificial Intelligence, 7, 100266. https://doi.org/10.1016/j.caeai.2024.100266
Luo, Q., & Chen, F. (2025). Scientific Mapping of GenAI in English as a Foreign Language (EFL) Context: International Journal of Technology and Human Interaction, 21(1). https://doi.org/10.4018/IJTHI.384377
Ma, X., & Zhu, W. (2026). Generative artificial intelligence in education: A comprehensive analysis based on bibliometrics. Data Science and Management, 100181. https://doi.org/10.1016/j.dsm.2026.100181
Nabhan, S., & Habók, A. (2026). Language teachers’ AI literacy: A psychometric study based on the ED-AI framework. Computers and Education: Artificial Intelligence, 10, 100583. https://doi.org/10.1016/j.caeai.2026.100583
Rahiem, M. D. H. (2026). Generative AI in higher education in Indonesia: Patterns of use and learning impact. Social Sciences & Humanities Open, 13, 102672. https://doi.org/10.1016/j.ssaho.2026.102672
Sajja, R., Sermet, Y., Chi, N.-C., & Demir, I. (2026). Evaluating artificial intelligence assisted nursing education: Student perceptions, ethical concerns, and pedagogical implications. Beyond Competence: Cultivating Empathy, Advocacy, and Engagement in Nursing Education, 21(2), 146–154. https://doi.org/10.1016/j.teln.2025.09.010
Tao, S., Zhang, H., & Ding, L. (2026). Explainable machine learning for sustainable education: Predicting college students’ reliance on generative artificial intelligence. Acta Psychologica, 265, 106622. https://doi.org/10.1016/j.actpsy.2026.106622
Tran, H., Crosthwaite, P., & Pham, Q. H. P. (2025). Students’ self-determination in using machine translation and generative AI tools for English for academic purposes. Journal of English for Academic Purposes, 78, 101578. https://doi.org/10.1016/j.jeap.2025.101578
Vissak, T., & Torkkeli, L. (2025). Applying generative artificial intelligence applications for academic research on firms’ nonlinear internationalization. Review of International Business and Strategy, 35(4), 436–484. https://doi.org/10.1108/RIBS-10-2024-0120
Xia, M., & Guo, S. (2025). Understanding learners’ perceptions of artificial intelligence-mediated Informal Digital Learning of English: A Q methodology approach. Acta Psychologica, 261, 105980. https://doi.org/10.1016/j.actpsy.2025.105980
Yang, S., Shi, M., Qian, Y., Hu, T., Huang, Z., Wang, S., & Zhu, Z. (2026). A large language model-powered reflective AI agent for evidence-based nursing education: Design and evaluation. Nurse Education in Practice, 91, 104710. https://doi.org/10.1016/j.nepr.2026.104710
Yao, G., & Liu, Z. (2026). ChatGPT feedback and emotional engagement in L2 writing: A control-value theory perspective using Q-methodology. Assessing Writing, 68, 101045. https://doi.org/10.1016/j.asw.2026.101045
Yin, H., Wang, C., & Liu, Z. (2024). Unleashing pre-service language teachers’ productivity with generative AI: Emotions, appraisal and coping strategies. Computers in Human Behavior, 161, 108417. https://doi.org/10.1016/j.chb.2024.108417
Zhao, X., & Wang, D. (2026). The impact of ChatGPT’s feedback on L2 Chinese learners’ writing outcome, confidence, and emotions: A mixed-method quasi-experimental study. Assessing Writing, 68, 101027. https://doi.org/10.1016/j.asw.2026.101027
Zhuang, Y., Zhao, R., Xie, Z., & Yu, P. L. H. (2025). Enhancing language learning through generative AI feedback on picture-cued writing tasks. Computers and Education: Artificial Intelligence, 9, 100450. https://doi.org/10.1016/j.caeai.2025.100450
Zimik, H. R., Aujirapongpan, S., & Waluyo, B. (2026). Cognitive and emotional dynamics of artificial intelligence-assisted English learning: A mixed-methods study in a dual instructional context. Acta Psychologica, 265, 106673. https://doi.org/10.1016/j.actpsy.2026.106673
Zou, D., Gu, M. M., & Yu, G. (2025). Artificial Intelligence in English Language Education: Seeking the balanced cognitive, affective, and behavioural impact. System, 134, 103783. https://doi.org/10.1016/j.system.2025.103783
Copyright (c) 2026 Delsa Miranty, Hassan Ali, Nurul Huda
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
