The Promotive Effect of Student AI Literacy on English Autonomous Learning Ability

Abstract

With the deep integration of artificial intelligence technology in education, scholars in language education have begun to pay more attention to how students' AI literacy is related to their ability to learn independently in English. This paper examines the promotion effect of AI literacy on English autonomous learning ability and its reasons, explains the various components of these two literacies, and also presents their common foundation in the theory of self-regulation. The three driving paths proposed in this paper are intelligent information processing, human-computer collaboration strategies and adaptive feedback mechanisms, and the three types of moderating factors have also been studied, which are algorithmic cognitive beliefs, learning task types and interaction density. The theory of AI literacy promotion for the self-study ability of English is presented in this paper.