Leveraging Large Language Models to Enhance Learner Agency in Foreign Language Education

Abstract

As a prominent manifestation of artificial intelligence, large language models (LLMs) have profoundly influenced foreign language education with their exceptional capabilities in natural language understanding and generation. To fully realize their potential in education, a growing body of research and policy documents has focused on the empowering role of LLMs in foreign language teaching, particularly regarding innovations in instructional models and the professional development of instructors. However, existing studies predominantly emphasize the dimension of “teaching”, highlighting how instructors can leverage technology to optimize teaching, while comparatively less attention has been paid to the dimension of “learning”. In fact, as the most important role in the process of foreign language teaching, learners’ initiative and autonomy should be further enhanced through technological support. This paper explores how students can leverage LLMs to strengthen their learner agency by examining their core functions, practical strategies for use, and the importance of cultivating critical awareness in the learning process. Through a mixed-methods questionnaire survey, this study reveals current usage trends, learner perceptions, and strategies to empower language learners in the age of artificial intelligence.