Student Agency in AI-Assisted English Language Learning: A Systematic Literature Review

The increasing integration of artificial intelligence (AI) into English as a Foreign Language (EFL) education has created new opportunities for personalized learning, adaptive instruction, and learner autonomy. However, concerns remain regarding students' ability to maintain independent decision-making, critical engagement, and ownership of their learning processes when interacting with AI technologies. This study aims to systematically review the development of student agency in AI-assisted English language learning, focusing on agentic practices, critical AI literacy, AI-supported scaffolding, and psychological and pedagogical influences. Employing a qualitative systematic literature review (SLR) approach, six publications published between 2025 and 2026 were examined using qualitative content analysis and cross-study thematic synthesis. The findings reveal four interconnected themes. First, student agency develops dynamically through receptive, participatory, and co-creative practices, reflecting increasing independence and control over AI-mediated learning activities. Second, critical AI literacy strengthens students' ability to evaluate AI-generated information, recognize technological limitations, and make informed learning decisions. Third, AI-supported scaffolding facilitates English language development, particularly listening and writing, through personalized materials, adaptive feedback, and interactive learning opportunities. Fourth, psychological and pedagogical factors, including self-efficacy, motivation, positive emotions, metacognitive awareness, and autonomy-supportive teaching, significantly influence students' agentic engagement. Nevertheless, excessive reliance on AI, inaccurate feedback, and diminished authorial ownership remain important challenges. This review concludes that effective AI-assisted EFL instruction requires a balanced integration of technological assistance, critical AI literacy, independent decision-making, and meaningful teacher guidance. The findings highlight the importance of positioning AI as a supportive learning partner rather than a replacement for students' intellectual responsibility and autonomy.