Bridging the Gap: How AI Tools Support Self-Directed EFL Skill Development Inside the Classroom
DOI:
https://doi.org/10.5281/zenodo.15788013Keywords:
artificial intelligence, English as a Foreign Language (EFL), self-directed learning, student perceptionsAbstract
This study analyzes how artificial intelligence (AI) tools support the self-directed development of English as a Foreign Language (EFL) skills at the Language Center (CENID) of the University of Babahoyo, Ecuador. A descriptive design was used, and data were collected from 250 Level 5 students through perception questionnaires, usage analyses, and focus groups. Specifically, three AI tools were evaluated: ChatGPT, Twee AI, and Magic School, identifying that each contributes distinct pedagogical strengths; for example, ChatGPT is useful for writing and grammar, Twee AI facilitates pronunciation and listening comprehension, while Magic School excels at reading and adaptive exercises. Likewise, the quantitative results reflected positive perceptions in all areas, with high ratings for accessibility (M = 4.27) and reduced error anxiety (M = 4.14). Furthermore, 83.9% of focus group participants reported lower language anxiety when using AI. However, challenges such as technical issues, a learning curve, and concerns about the accuracy of feedback were identified. In conclusion, the research demonstrates that AI can enhance English teaching by complementing skills, expanding learning opportunities, and reducing psychological barriers, thus helping to bridge the gap between structured instruction and self-directed learning.
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