<![CDATA[Purpose This study explored how English Education students use artificial intelligence (AI) in English language learning and how they negotiate the relationship between AI use and learner autonomy. Method The study employed a qualitative design. Semi-structured interviews were conducted with nine students who regularly used AI tools such as ChatGPT, Grammarly, and translation applications in academic writing activities. The data were analyzed using thematic analysis. Key Finding The findings revealed that participants perceived AI as a mediational and supportive tool rather than a replacement for human thinking. AI was primarily used to improve language accuracy, generate ideas, organize writing, and complete academic tasks more efficiently. However, participants also expressed awareness of the potential risks of excessive AI dependence, particularly regarding critical thinking, deep learning, and independent cognitive engagement. To maintain learner autonomy, students actively regulated their AI use by cross-checking AI-generated responses, limiting dependence on AI, and maintaining ownership of their ideas and writing voice. The study further found that learner autonomy in AI-assisted learning was understood not as the absence of technological support, but as the ability to critically evaluate, manage, and control AI use responsibly. Implication These findings suggest that AI does not necessarily reduce learner autonomy when learners engage with it reflectively and critically. Therefore, educators should guide students toward responsible and reflective AI literacy while encouraging independent thinking and cognitive engagement in language learning.]]>
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