Enhancing Language Learning Autonomy and Proficiency through AI-Driven Metacognitive Strategies

Abstract

The emergence of artificial intelligence (AI) has significantly changed the landscape of language learning today. Integrating artificial intelligence (AI) into language learning offers new avenues for fostering metacognitive strategies implemented throughout the learning process. This study examined the relationship between AI usage and metacognitive strategy adoption among undergraduates within tertiary educational institutions. A quantitative survey was administered to 120 respondents from several academic programs at selected university in Malaysia, and the data were analysed using Structural Equation Modelling (SEM). Results demonstrated that AI use was positively associated with metacognitive strategy adoption, which in turn mediated positive effects on both learner autonomy and language proficiency. These results underscore the pivotal role of AI as a cognitive scaffold, offering theoretical contributions to metacognitive strategy research and practical insights for policymakers and language instructors implementing AI-driven language curricula.