Presentation Exploring Effective AI Use for Self-Directed English Learning: A case study of a student who actively integrates AI into English learning more

Recent advances in generative AI have significantly influenced education, including language learning. While many students recognize the potential of AI in English learning, few actively use it. To explore further the usage of AI in English learning in self-access contexts, this study has investigated the case of one university student who actively integrated AI into his learning process. Using a qualitative approach, data was collected through in-depth interviews and a learning log. This presentation will showcase AI usage patterns, strategies, perceived benefits, and challenges. Initial findings suggest the possibility of strategic and personalized English learning using AI. Especially with regard to output opportunities for EFL learners, AI has strong potential to support autonomous learning. Through interviews, the student mentioned that he used AI to correct his diary entries, learn expressions from the corrections, and better engage in conversations in the Self-Access Learning Center with others. He found diary learning highly effective and is eager to share and recommend it to other students, demonstrating a high level of autonomy and application (Nunan, 1997). This research project should contribute to a deeper understanding of AI’s role in self-directed English learning, providing valuable insights for educators.