Twentieth International Conference on Technology, Knowledge, and Society

Abstract

This study employs a Self-Determination Theory (SDT) framework to investigate the impact of AI-enhanced language learning applications on learner autonomy in second language acquisition. Analyzing the interplay between artificial intelligence, learner motivation, and the cultivation of autonomous learning behaviors, the research explores how these applications influence the satisfaction of psychological needs crucial for self-directed language learning. The study contributes nuanced insights into the evolving landscape of language education, offering valuable implications for educators, developers, and policymakers seeking to optimize AI-driven language learning tools. By understanding the intricate dynamics between technology, motivational factors, and learner autonomy, this research strives to enhance the effectiveness of language learning apps, fostering a more self-determined and empowered approach to second language acquisition in the digital age.