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

Abstract

With the deep integration of artificial intelligence technology into the education field, the relationship between students' AI literacy and their English autonomous learning ability has become an emerging topic in language education research. This study elucidates the promotive effect of AI literacy on English autonomous learning ability and its underlying mechanisms, and it defines the multidimensional competence structures of the two literacies as well as their shared theoretical starting point of self-regulation. Furthermore, this study proposes three driving pathways, namely intelligent information processing, human-computer collaboration strategies, and adaptive feedback mechanisms, and it analyzes three types of moderating factors, including algorithmic cognitive beliefs, learning task types, and interaction density. This study constructs an integrated theoretical framework that explains how AI literacy promotes English autonomous learning ability.