AI-Supported Self-Directed Learning and Learner Autonomy among Arab EFL Learners: A Systematic Review (2021–2026)
TL;DR
The review synthesizes empirical evidence on learner autonomy, self-regulation, and metacognitive development to identify the pedagogical, technical, cultural, and institutional factors influencing implementation in Arab classrooms and concludes that success hinges on pedagogy and cultural appropriation rather than technology alone.
Abstract
Arab learners remain underrepresented in the international AI in education literature, and this review aims to address that gap. It examines how AI facilitates personalized and self-directed learning in English as a Foreign Language (EFL) within Arab settings. The review synthesizes empirical evidence on learner autonomy, self-regulation, and metacognitive development to identify the pedagogical, technical, cultural, and institutional factors influencing implementation in Arab classrooms. Following PRISMA 2020 guidelines, 156 empirical articles published between 2021 and 2026 in Q1 or Q2 journals were collected, assessed for quality, and analyzed through narrative synthesis. Results show that conversational agents, intelligent tutoring systems, and adaptive platforms promote autonomy, self-regulation, and metacognitive skills, with notable improvements in writing and speaking. Nonetheless, challenges include over-dependence on AI output, uneven technological infrastructure, limited teacher training, and a disconnect between AI personalization and traditional teacher-centered approaches prevalent in many Arab educational systems. The review concludes that success hinges on pedagogy and cultural appropriateness rather than technology alone. It advocates for blended human–AI models, explicit responsible AI instruction, phased institutional adoption, and culturally tailored tools. Further longitudinal and large-scale research in Arab contexts is essential.
