A Systematic Literature Review of ChatGPT’s Role in Promoting Learner Autonomy in English Language Learning

Abstract

Traditional English language instruction has often prioritized teacher-led approaches, limiting learners' agency in directing their own progress. The emergence of AI tools such as ChatGPT offers new opportunities to foster learner autonomy through personalized, interactive, and self-paced learning experiences. However, challenges related to accuracy, ethical concerns, and potential learner overreliance raise important questions about its pedagogical integration. Existing research on this topic is fragmented, with limited focus on long-term outcomes and the role of educators in guiding AI use. This systematic literature review aims to examine the role of ChatGPT in promoting learner autonomy in English language learning and identify existing gaps emerging from the review. A systematic search was conducted using Google Scholar and Semantic Scholar, applying defined inclusion and exclusion criteria. After screening titles and abstracts, 13 articles were shortlisted. Following full-text analysis, all 13 studies are deemed to have met the eligibility criteria for inclusion. The findings are organized into two thematic areas: (1) the roles ChatGPT plays in supporting learner autonomy, such as enabling self-directed learning, offering immediate feedback, and personalizing interaction; and (2) the existing gaps in current literature that emerged from the review. While the reviewed studies indicate positive trends, including increased learner engagement and confidence, they also highlight concerns about AI limitations and the need for pedagogical oversight. The review concludes that ChatGPT has significant potential to enhance learner autonomy when integrated within intentional instructional frameworks. Its effectiveness depends on careful teacher mediation, robust empirical support, and ethical considerations to ensure that AI complements rather than replaces human instruction in fostering sustainable, self-regulated language learning.